Toward a theory of independent learning and teaching

Independent Learning & Teaching

Toward a Theory of Independent Learning and Teaching by Michael Moore

Two of the fundamental assumptions of the university are "that each scholar can and should pursue knowledge in his idiosyncratic fashion" and "that students should be permitted to study extramurally." It is from these ancient assumptions that Independent Learning and Teaching sprang from.

Independent Learning and Teaching is an educational system in which the learner is autonomous and separated from the teacher at the time of learning as a function of individualization and dialogue, so communication is by nonhuman medium such as print, electronic, or mechanical devices. As a system, it has three subsystems: the method of communication, autonomous learners, and distance teachers.

Method of communication. In traditional education settings such as lectures in class or in group discussions, the teacher is proximal with the learner. Communication is through voice, and interactions are spontaneous. Also, these interactions are not limited between teacher-learner, but are also possible among learners. In comparison, in Independent Learning and Teaching, the learner at the time of learning is separated from the teacher at the time of teaching. It could be that the learner and teacher do not directly speak with each other, or do not even know each other personally.

Communication between teacher and learner is usually by instructional packages that employ a number of media, which are prepared by teams of teachers and media specialists. Instructional packages include books, correspondence programs, television, radio, programmed texts and teaching machines, computers, telephones, dial access systems, and tape recordings. The learner is in control of the pace at which to receive information and send out responses.

Autonomous learner. As compared to the learners of traditional education, autonomous learners are more responsible with the conduct of their own learning program. With autonomous learning comes greater responsibility as a function of the distance between the learners and the teachers. Although, an autonomous learner is no Robinson Crusoe since he or she may contact the teacher through various communication methods, if the need arises. Autonomous learners have similarities in character. The most salient is that they enjoy mental activities; as evidenced in the joy they find in reading, writing, remembering, testing, analyzing, and finding the basic structural ideas in any subject, among others. They regard time as the essential formula for a successful independent study; so they plan ahead, delegate and maximize time for their activities. Though they can cooperatively work well with other people, they would rather spend time for learning by themselves.

Distant teacher. If traditional education teachers act as directors of learning - telling learners what, when, and how is it to be learned - distant teachers act as resource to the learners. As in traditional education where learners respond to the teachers, in Independent Learning and Teaching it is the teachers who respond to the learners. Teaching is seen as helping and the teacher as helper. They do not instruct students what to do; rather, they guide the learners in making independent decisions by opening their minds to various possibilities. Distinction between help and control are highlighted in the learner-teacher relationship. Their relationship shows that help vs. control trade-off is not necessary; a learner may receive help from the teacher without losing control or responsibility over the conduct of his or her own learning program.

Moreover, the teacher, in his or her learning materials, already anticipates problems and thinks of possible solutions early on. Learning materials must not be ambiguous, but meticulously crafted so that it can clearly communicate the teacher's aims and intentions. Note that interaction of the autonomous learner and distant teacher is not the same as that of a learner and a teacher in the traditional education; clarifications cannot be provided immediately every time the need arises. In sum, the role of a teacher is both responsive and anticipatory.