Examining Learner Independence in the Online Classroom for Improved Learning Outcomes

Abstract

Autonomous learning is increasingly recognized as an effective approach to knowledge acquisition, with extensive research focusing on its components and roles in education. The COVID-19 pandemic has highlighted the relevance of this topic. This study aims to examine students' potential in self-directed learning strategies during E-learning. A quantitative method was employed, utilizing a questionnaire format for data collection. Descriptive statistics were applied to analyze the data.The findings reveal that participating students held well-formed opinions regarding the benefits of autonomous learning. The data strongly supports the existence of autonomous behaviors among students engaged in distance learning. Specifically, students perceive learner autonomy as a valuable technique for enhancing their learning experiences in the current online environment. They expressed a strong interest in taking initiative in their education, including planning classroom activities and assignments.To foster learner independence and motivation, educators need to consider students' preferences and needs regarding pedagogies and activities. The research emphasizes the importance of students having sufficient time to improve their language skills and enhance general communication before actively contributing to the online learning process.Furthermore, a majority of the surveyed students expressed a desire to incorporate collaborative learning approaches, such as group projects and online discussions, in their future academic endeavors. Scholars suggest that the COVID-19 pandemic may act as a catalyst for the widespread adoption and improvement of online education. Understanding student preferences and providing opportunities for collaborative learning can further enhance engagement and motivation. These findings underscore the potential of online education as a viable and impactful mode of learning.