Learning and learner autonomy

• Autores: Ismo Koponen
• Localización: INNODOCT/13.International Conference on Innovation, Documentation and Teaching Technologies: New changes in technology and innovation / Fernando J. Garrigós Simón (ed. lit.), Marta Peris Ortiz (ed. lit.), Ignacio Gil Pechuán (ed. lit.), Sofía Estellés Miguel (ed. lit.), Carlos Manuel Dema Pérez (ed. lit.), José Onofre Montesa Andrés (ed. lit.), María Pilar Conesa García (ed. lit.), María Teresa Barberá Ribera (ed. lit.), Carlos Rueda Armengot (ed. lit.), Yeamduan Narangajavana Kaosiri (aut.), 2013, ISBN 9788490480861, págs. 147-153
• Idioma: inglés
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• Resumen

  • 147 LEARNING AND LEARNER AUTONOMY Koponen, Ismo Oulu University of Applied Sciences (Finland) ismo.koponen@oamk.fi Abstract This paper discusses the main learning theories - behaviorism and con-structivism - in general, and learner autonomy within the context of these theories, in particular. From the discussion, I learn that behaviorism and con-structivism - as learning paradigms - do not opposite each others but complete each others. Learner autonomy, on the other hand, is an essential element of any learning process either or not being manifested by a teacher.

    Through the writing, I introduce - among a few other ones - the following concepts: 1) concrete action/behavior, and 2) virtual action/behavior. I also pay metaphysics a visit, returning with the idea that learning and learner autonomy be phenomena that can be conceptualized using certain pedaphysical terms and modelled in a certain pedaphysical space. I therefore hypothesize an equity where learning (L) results from the function of Teaching (T) time Studying (S). The values of T and S can be treated by exponential variables 'x' and ‘y’ that stand for autonomy.

    On the pages of this paper, I am criticizing present day western educators for 'socializing' the originally Marxist idea of constructivism.