In Pursuit of Autonomy: A Fallacy or Reality? A Case Study of Egyptian Students in Higher Education

By Rania Khalil.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Learning to be self-directed involves taking responsibility for the objectives of learning. This paper will consider the challenges involved in the promotion of independent autonomous learning and the taking of an active role in learning within the confines of a British institutional higher education setting in Egypt. The paper raises the discussion that if autonomous learning is to be encouraged at Egyptian universities, faculty staff need to develop new conceptions of teaching and learning; be willing to test various methods and techniques of instruction; and acquire new skills as they shift from the role of knowledge provider to the role of being a facilitator or resource person. On the other hand, it argues that Egyptian students need to develop new learning strategies as they make the transition from being passive learners to becoming autonomous learners. It will also raise issues concerning the provision of support for such learning and discuss implications for future work in this field.

Keywords: Independent Learning, British Higher Education, Autonomous Learners, Self-directed Learning, Student Support Services, Egypt

International Journal of Interdisciplinary Social Sciences, Volume 6, Issue 12, pp.15-30. Article: Print (Spiral Bound). Article: Electronic (PDF File; 852.525KB).

Dr. Rania Khalil

Lecturer, English Department, The British University in Egypt, Sherouk, Cairo, Egypt

Rania Khalil is a lecturer of English language and literature in the English Department at the British University in Egypt. She also holds the position of Preparatory Year Coordinator for the department. Dr. Khalil has delivered professional development workshops on Learner Autonomy and Preparatory Year Student Support at various universities in Egypt. Conference participation is both local and international covering various areas of language learning and literature. Research interests include student support, autonomous learning, assessment and feedback and blended learning.


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