Autonomy Learning and Continuous Use of e-learning in a Southern University Context
Author
Jørgensen, Dannie Anderson
Term
4. term
Publication year
2016
Submitted on
2016-02-02
Pages
54
Abstract
Denne afhandling undersøger, hvordan strategier for autonom læring – tilgange der hjælper studerende med selv at tage ansvar for deres læring – kan understøtte varig brug af e‑læring på sydlige universiteter. Med sekundære data fra MAGAART-projektet gennemgås teori og litteratur for at identificere praktiske strategier, som grupperes i personalisering, organisatorisk/teknologisk fokus, pædagogiske, heuristiske og øvrige strategier. Afhandlingen analyserer derefter MAGAARTs evalueringsrapport for at forstå de udfordringer, der opstod, herunder informations-overload, manglende kontinuitet og uens parathed til læring blandt deltagerne. Interviewdata og Grounded Theory-analyse – en metode, der udleder temaer direkte fra data – viste yderligere problemer, bl.a. vanskeligheder med at bruge Moodle (en online læringsplatform) og andre værktøjer. Med udgangspunkt i projektets budget og Dreyfus og Dreyfus’ model for færdighedsudvikling fra novice til ekspert foreslås tiltag til at imødekomme disse problemer. Centrale anbefalinger er at opnå et neutralt billede af brugernes behov gennem observation og logning af data, samt at styrke brugerparathed ved at lade vestlige partnere uddanne “superbrugere” på hvert universitet, som kan fastholde e‑læring lokalt. Der præsenteres to versioner af strategien: en idealudgave uden økonomiske begrænsninger og en praktisk udgave med budgetmæssige rammer.
This thesis explores how autonomy learning strategies—approaches that help learners take charge of their own learning—can support sustained use of e‑learning at Southern universities. Using secondary data from the MAGAART project, it reviews theory and studies to identify practical strategies, grouped into personalization, organizational/technological, pedagogical, heuristic, and other categories. The thesis then examines the MAGAART evaluation report to understand challenges that arose, including information overload, lack of continuity, and uneven readiness for learning among participants. Interview data and grounded theory analysis—an approach that derives themes directly from data—revealed further issues, such as difficulties using Moodle (an online learning platform) and other tools. Considering the project’s budget and the Dreyfus and Dreyfus skill acquisition ladder—a model of progression from novice to expert—the thesis proposes ways to address these problems. Key recommendations are to obtain an unbiased picture of users’ needs through observation and data logging, and to improve user readiness by having Western partners train “super users” within each university who can sustain e‑learning locally. Two versions of the strategy are presented: an ideal plan unconstrained by cost and a practical plan shaped by budget limits.
[This abstract was generated with the help of AI]
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