Abstract
Purpose: Learner autonomy has been a subject of
many studies in the past few decades. The term refers mainly to
the construction of the learner’s ability to participate in taking
responsibility for his/her learning. This paper attempts to
explore the needs of autonomous learners in the digital
environment at Omani higher education institutions.
Design/methodology/approach: The study has adopted mixed
methods approach. A triangulation approach of collecting data
is adopted in this paper to identify the above needs.
Questionnaires, interviews, and observations have been used as
tools for collecting required data. Findings The results show the
importance to pay attention to the participation of students in
choosing and creating the assignments and academic
assessments because of its impact on stimulating their interest
and enhancing their confidence in learner autonomy, decisionmaking and assignments. It is demonstrated that students
should be encouraged to do some work independently outside
the classroom, using modern tools and methods that are
compatible with their aspirations, and to search for information
using different sources. In general, the paper indicted the need
of Learner Autonomy in the Digital Environment of Omani
Higher Education Institutions, as a must technique for coming
future era. Research limitations/implications The study was
conducted on one Omani university. Further studies need to be
conducted to investigate the topic in wider context.
Originality/value It is hoped that this paper will improve the
quality of digital services that meet autonomous learners’ needs.
Consequently, such learners will become more confident using
them. Once this confidence is established, academic institutions’
goals in facilitating the spread of a culture of learner autonomy
will perhaps seem more viable. It is also hoped that this paper
will intrigue the interest of non-beneficiaries and introduce
them to the research in the digital environment
many studies in the past few decades. The term refers mainly to
the construction of the learner’s ability to participate in taking
responsibility for his/her learning. This paper attempts to
explore the needs of autonomous learners in the digital
environment at Omani higher education institutions.
Design/methodology/approach: The study has adopted mixed
methods approach. A triangulation approach of collecting data
is adopted in this paper to identify the above needs.
Questionnaires, interviews, and observations have been used as
tools for collecting required data. Findings The results show the
importance to pay attention to the participation of students in
choosing and creating the assignments and academic
assessments because of its impact on stimulating their interest
and enhancing their confidence in learner autonomy, decisionmaking and assignments. It is demonstrated that students
should be encouraged to do some work independently outside
the classroom, using modern tools and methods that are
compatible with their aspirations, and to search for information
using different sources. In general, the paper indicted the need
of Learner Autonomy in the Digital Environment of Omani
Higher Education Institutions, as a must technique for coming
future era. Research limitations/implications The study was
conducted on one Omani university. Further studies need to be
conducted to investigate the topic in wider context.
Originality/value It is hoped that this paper will improve the
quality of digital services that meet autonomous learners’ needs.
Consequently, such learners will become more confident using
them. Once this confidence is established, academic institutions’
goals in facilitating the spread of a culture of learner autonomy
will perhaps seem more viable. It is also hoped that this paper
will intrigue the interest of non-beneficiaries and introduce
them to the research in the digital environment
| Original language | English |
|---|---|
| Publication status | Published - Dec 2021 |