1 INTRODUCTION:

Autonomy is related to the freedom to make decisions. In the context of NEP 2020, students will get many options to make the decision right from selecting the education programme to completion of the programme and opting for the job placement or pursuing higher education or starting their enterprise. Higher education students need to develop decision-making abilities to take effective and quality decisions and hold themselves accountable for the decision. The students need to become mature in decision-making during the study so that they become lifelong learners and empowered in their life. The world of work is changing very fast, so competencies developed during the educational programme may not be relevant and useful for the future.

Students need to develop learning-to-learn abilities so that they can use them when the need arises. In the context of NEP 2020, students need to develop a wide spectrum of abilities related to discipline, a profession they want to opt for, culture, constitutional, entrepreneurship, information technology, and the like MHRD (2020)¹³. All these abilities cannot be developed through curricular interventions. The development of these abilities may be done with different approaches such as curricular learning events, pedagogical approaches, cultural events, sports activities, participation in different events of professional bodies, national-level events, community interaction, industry interaction, and informal learning opportunities.

The concept of autonomous learning was developed for learning a foreign language and considering the success of autonomous learning it spread in all disciplines of higher education. Betts (2019)⁴ state that “an autonomous learner, by definition, is one who solves problems through a combination of divergent and convergent thinking, and functions with minimal external guidance in selected areas of endeavour.” The readers should not draw meaning and get confused that autonomous learning with the term autonomous. It does not mean that students will be on their own for developing the abilities. Autonomous learning is always seen in degrees for different students in different contexts. The students that are aware of their latent potential to learn and grow are highly motivated to make decisions about their learning. The quality of decision-making depends on their maturity in decision-making. The students who have been taking decisions often about their studies and activities like to enjoy autonomous learning. The students having an internal locus of control tend to make decisions on their own. The opportunity to set career goals, self-learn, self-evaluate, feeling a sense of accountability results in autonomous learning.

In outcome-based education, blended and flipped learning environments, development of multidimensional and multidisciplinary abilities, and student-centric learning approaches are being given importance in higher education institutions. The learners are considered to be responsible, self-directed, and self-managed students as they have to demonstrate these abilities after their graduation MHRD (2020)¹³. In a fast-changing environment of the world of work, social life, and educational institutions it becomes important for educational institutions to foster autonomous learning. Autonomous learning will enable graduates to cope up with the changes and even become a cause for change. The future graduates need to be lifelong learners and their tastes and ability are developed using autonomous learning, models, tools, and approaches.

2 NEED FOR AUTONOMOUS LEARNING:

NEP 2020 “envisioned aim to develop good, thoughtful, well rounded, and creative individuals. It is envisioned that students develop character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, a spirit of service, and 21^st-century capabilities across a range of disciplines”. It states that higher education must prepare students for more meaningful and satisfying lives and work roles and enable economic independence. The policy advocates multidisciplinary education, increased access, equity, and inclusion. It focuses on creativity and innovation, critical thinking, problem-solving, decision-making, teamwork, communication, discussion, debate (soft skills), and an ethic of social engagement.

UGC (2019)²⁴issued Deeksharambh a guide to student mentoring in which emphasis is given to the development of many skills through activities. UGC (2019a)²⁵issued a curriculum for life skills containing four major skills viz communication, professional skills, leadership and management skills, and universal human values. Life skills programme emphasizes inculcating in the students both personal and professional skills in the areas of understanding of self and others, interpersonal skills, high-performance teams, leadership potential, communication and presentation skills, techniques of problem-solving, decision making, fostering creativity and innovation for personal and professional excellence, stress management, time management, conflict management, and inculcation of human values.

NBA (2019)¹⁴stated the development of 12 programme outcomes for all undergraduate programmes representing graduate attributes which are spread on a range of core disciplines, environment, communication, economics, social, safety, sustenance, leadership, professional ethics, and lifelong learning. Life-long learning is an independent programme outcome out of twelve outcomes prescribed by NBA for undergraduate programmes. Autonomous learning results in lifelong learning. It develops the competence of learning to learn when the need arises and it arises frequently in a changing context. There is no curriculum for developing lifelong learning competencies in the higher education programme. The professionally designed pedagogical techniques adopted in the institute take care of developing these competencies, if it is used at the programme, department, and institute level. Yurdakul (2017)²⁹concluded that autonomous learning and lifelong learning are correlating significantly.

Jorge (2015)⁹stated that transversal competencies such as instrumental competencies (analysis and synthesis skills, planning and organization skills, solving problems, managing information as well as taking decisions), personal competencies (teamwork, workplace interpersonal relations skills, critical reasoning), systemic skills (autonomous learning, leadership, initiative, entrepreneurship, motivation for quality) and others such as the skills to apply theoretical knowledge and put it into practice are developed. Kamp (2010)¹⁰stated similar skills are developed in the context of digitization, globalization, and liberalization for engineering graduates.

Institutions need to facilitate the total growth of students and their thoughtful life George (2003)⁶. Students of the twenty-first century are more career-conscious, technology savvy, informed, and fast learners in comparison to students of the twentieth century. The learning is stronger, deeper, and permanent when there is an opportunity to learn from experiences, mistakes, observations, experimentation, introspection, feeling the need for learning, and struggling for learning Gupta (2007)⁷. Principles that are very close to adult learning are predominately used in autonomous learning. The undergraduate engineering programmes develop twelve graduate attributes or programme outcomes in students out of which one programme outcome is lifelong learning which is developed using the philosophy of autonomous learning NBA (2019)¹⁴.

3 LITERATURE REVIEW:

Wei (2021)²⁶concluded factors affecting autonomous learning such as self-efficacy, metacognition, goal setting, learning strategy, learning environment and teachers. These factors are external and internal. The author suggested countermeasures to improve autonomous learning such as better hardware, good teaching and learning style, promote communication, reasonably allocate faculty, clarity in learning goals, and strengthening social practice. Renjie (2011)²¹concluded that factors such as attitude and motivation of learners, lack of learning strategies and access to resources are affecting learners’ autonomy. The author stated that the learner’s consciousness should be increased.

Gupta (2021)²discussed the factors affecting autonomy. The facilitating and impeding factors are discussed in detail with reference to higher and technical education. Gupta (2021)¹⁷discussed the competency framework on eight dimensions for implementing outcome-based education and obtaining accreditation.

Marina (2020)¹²concluded through a case study research that moderate levels of self-directed learning are identified in mechanical Portuguese engineering students.

Awan (2020)¹¹concluded that the use of technology improves learner autonomy and achieve learning outcomes. Technology provides options for learners to learn by adopting their preferred style of learning. Teachers assign an appropriate task to the students and provide freedom to learners to complete the task using alternative learning material. The technology creates scope for learning from each other.

Otero (2015)¹⁶concluded that learning improves in engineering disciplines with autonomous learning activities. The Author considered five major activities viz questionnaire, video, conceptual map, a jigsaw and project-based learning and concluded through empirical data that there is improvement in a higher level of learning, development of generic skills, and group skills. The students get more satisfaction in learning when they self-assess their learning on the task using a standard rubric.

Bajrami (2015)³described the role of the teachers to make the learners autonomous learners. Teachers assign tasks, activities, exercises, assignments to learners and monitor progress based on the performance of the learners. The learners are encouraged to complete the task and self-assess their progress. Teachers facilitate learning, provide feedback, praise learning achievements, fosters constructive interactions and discussion, encourage creativity to make the learners autonomous in learning. (adapted in the context)Ramos (2006)¹⁸discussed the role of teacher autonomy stating that teachers contribute to students’ autonomy. These ways are creating new spaces and tasks, providing new opportunities, space for expression and decision making, opportunity for self-assessment, peer feedback, raising awareness about autonomous learning, encouraging reflection, and giving responsibilities. Saleema (2017)²²described the role of the teacher in promoting autonomous learning as a resource, manager, counsellor, and facilitator. They concluded that teachers face many challenges in the development of learner autonomy viz. lack of independent learning skills and basic strategies to encourage autonomous learning, school policy is not supportive, and lack of skills in teachers to promote autonomy. Wojciechowska (2015)²⁷discussed the roles of the teacher as controller, organizer, assessor, prompter, participant, resource, and observer. The author cited Benson 2001 and stated strategies such as resource-based approach, technology-based approach, learner-based approach, teacher-based approach, classroom-based approach and curriculum-based approach. Nguyen (2012)¹⁵stated that teachers perform the role of creating a supportive environment, understanding students learning styles, maintaining relationships and flexibility in teaching. Han (2014)⁸described the role of the teachers citing the work of other researchers. The major roles of the teacher are affected by many factors. The roles performed by teachers are facilitator, guide, organizer, monitor, evaluator, atmosphere creator, opportunity creator, consultant etc.

Razeq (2014)¹⁹concluded that students perceive that the teachers are responsible for their learning, they are capable to learn on their own if opportunities are provided to them, and there are myriad learning activities within and outside the classroom.

Süleyman(2017)²³studied the technical, social, political, perspectives of learner autonomy, benefits of learner autonomy, role of the teacher in promoting autonomy and tested assumptions on proficiency and learner autonomy psychological perspectives and learner autonomy and cultural universality of learner autonomy and learner centredness and learner autonomy. The author concluded that learners have a positive attitude towards learner autonomy.

Jorge (2015)⁹concluded that augmented reality and collaborative learning is useful for developing professional competencies, transversal competence, personal competencies, systematic skills, and application competence.

Xin (2016)²⁸stated that the autonomous learning ability improves the comprehensive qualities of the students. Students can master their professional skills.

Ansari (2015)¹analysed teachers’ perception and stated that autonomy does not mean learning without a teacher, learner autonomy allows learners to learn more effectively, independent study, working on tasks and activities is a key element in promoting learner autonomy, opportunities for deciding on the learning process is an important factor in promoting learner autonomy, teachers play an important role in supporting learner autonomy.

Yurdakul (2017)²⁹concluded that there is a significant correlation between autonomous learning and lifelong learning. Independence of study and study habits are the sub-dimensions of autonomous learning.

George (2003)⁶suggested an autonomous learner model comprising five dimensions viz orientation, individual development, enrichment, seminars and in-depth study. The author suggested individual development dimensions of the autonomous learning management viz intrapersonal, learning skills, technology, college and career involvement, organizational skills and productivity.

Reinders (2010)²⁰proposed a cyclical nature of the autonomous learning process comprising of identifying learning needs, setting goals, planning to learn, selecting learning resources, selecting strategies, practice, monitoring progress, assessment, and revision.

4. DISCUSSION:

The evidence of implementation of a concept of autonomous learning in foreign language learning is available in the literature. There is little research work carried out in higher and technical education institutions in the changing context of education. Little research work is available on the use of technology, problem-based and project-based learning with reference to autonomous learning.

5. RESEARCH OBJECTIVES:

1. To identify the conditions for autonomous learning.

2. To design strategies to promote autonomous learning in students of higher learning.

6. RESEARCH METHODOLOGY:

An exploratory research design is selected to achieve the research objectives as the focus of the study was on the future.

Research instrument:

The structured and semi-structured questionnaire was designed to achieve the research objectives that was tried out for assuring the validity and reliability of the questionnaire. The comments received from 10 faculty members related to questionnaire design, articulation of statement and terminology used were addressed in finalizing the instrument.

Respondents:

The head of the department and faculty members from engineering and polytechnic colleges are chosen from the technical education institutions to provide information on the questionnaire.

Population:

The population constitute the technical institutes of the country which are approved by AICTE to offer engineering programmes at the diploma, undergraduate and postgraduate levels.

Sample:

A convenience sample was selected for the study. 826 respondents provided information to the questionnaire.

7 FINDINGS:

The cumulative weighted mean is calculated for each condition and strategy using an excel sheet and presented in tabular form.

7.1 Conditions for autonomous learning in higher education:

The cumulative weighted mean of each condition is stated in table 1.

Table 1: Condition for autonomous learning

Condition for autonomous learning	Weighted mean
Academic leaders believe in promoting autonomy at institute, department, programme, teacher and student levels.	3.82
There is an environment of experimentation, risk-taking, and proactiveness in the institute for promoting autonomous learning.	3.46
Institute is open to satisfying the growing demands of teachers and students related to promoting autonomous learning.	3.45
All teachers have a positive attitude and approach towards promoting autonomous learning in the institute.	3.45
All teachers have a common understanding of autonomous learning and they should implement it in a collective way irrespective of the discipline.	3.42
The concept of autonomous learning is established using the awareness, education, motivation, commitment, involvement, and mobilization model of educational change.	3.39
There is flexibility in the curriculum in terms of multi-entry, and multi-exit, provision for choosing the courses from the disciplines and other disciplines, choosing courses from generic courses.	3.36
The concept of credit bank as envisaged in NEP 2020 is implemented in the true sense	3.36
Teachers use theories of constructivism, scaffolding, cognitive coaching, and metacognitive learning.	3.34
Adequate learning resources in the library, well-equipped laboratories, project laboratories, incubation centre, immersive learning laboratories, and research laboratories are available.	3.34
The students have access to a larger network of learning resources and research papers.	3.34
The institute has networking and collaboration with industry, organizations, and professional bodies to encourage students to take live tasks, projects, activities, and assignments.	3.31
Guideline document for promoting autonomous learning available with teachers and students.	3.22
Incentives and rewards for using autonomous learning are instituted for students and teachers.	3.20

8. DISCUSSION:

Availability of basic facilities, competence, and technology foster autonomous learning in the students. The autonomous learning of students takes place under favourable conditions at the institute level, department level, teacher level, and students’ levels. Autonomous learning takes place when everyone is involved, motivated, and committed to practice autonomous learning. Availability of necessary and sufficient learning resources promotes autonomous learning. The conditions are the pre-requisite to implementing autonomous learning at the institute level. The institutes need to assure that all favourable conditions are satisfied timely. The institute should allocate an adequate budget for creating the infrastructure, facilities and imparting training to teachers. The dependence-oriented mind-set of the teachers and students needs to be changed for encouraging autonomous learning. At the institute level, care should be taken to prevent and remove the barriers to autonomous learning. A mechanism of mentoring, guidance, counselling, coaching, and feedback should be created to solve the problems related to autonomous learning.

Strategies to promote autonomous learning in students of higher education:

A framework for articulating, analysing and assessing the strategies to promote autonomous learning in students is presented in Figure 1.

Figure 1: Framework for strategies

The weighted mean of the strategies is indicated against each strategy.

Table 2: Strategies to promote autonomous learning in students of higher education

Stages	Strategies to promote autonomous learning	Weighted mean
Diagnose	Ascertain ability and willingness of students to become autonomous learners.	3.11
	Make groups of students that are having different potential to become autonomous learners. The group could be formed on the degree of potential such as substantial potential, moderate potential and low potential.	3.36
	Discuss the profile of each group with all students to make them appreciate that they need to improve their profiles to become autonomous learners.	3.01
Orient	Orient the students about the need, importance, and process of becoming autonomous learners.	3.26
Orient	Inform the abilities to be developed consciously to become autonomous learners. These abilities could be decision-making, self-learning, self-exploration, self-assessment, self-rewarding, and self-reflection.	3.63
Motivate	Motivate the students to self-learn and learn in peer groups by performing tasks and activities, completing assignments, and working on micro-projects.	3.74
	Encourage the students to interact with professionals and experts on various themes of their discipline.	3.84
	Create learning challenges for students to invite them and accept the challenges of participating in the project, research, and problem-solving.	3.64
	Identify students that are autonomous and project them as role models for other students.	3.31
	Build confidence in students that they can manage their learning on their own using their learning style and learning resources provided to them. Make them aware of self-learning, reflection, and thinking skills.	3.16
Involve	Involve students in the process of personal, academic and career goals.	3.78
	Right from the beginning of the programme of study develop skills in students to learn on their own. These skills are related to self-learning, accessing information, planning tasks, performing tasks, applying theory, reflecting on the progress of learning, taking feedback from the progress of the learning, interpersonal skills, challenging the method of learning, finding more effective methods, and assessing the learning outcomes.	3.67
	Encourage the use of the library, e-content, video lectures, learning packages, and learning courses available online.	3.68
	Encourage students to register for the certificate courses offered by premier institutions of the world.	3.15
	Provide a choice of learning methods, learning resources, and learning time to promote learner autonomy.	3.31
	Encourage students to complete a task, assignment, projects, case study, educational games, role plays in real-life situations, or a simulated situation.	3.14
	Involve students in the decision-making process.	3.22
	Create challenges for them, review the progress on the task, analyze their decisions for success or failure, get satisfaction, and take further decisions for learning on their own.	3.29
	Offer positive, constructive, development-oriented, encouraging, and specific feedback to students on their learning style, progress of learning, and achievement of learning outcomes.	3.56
	Mentor, guide, coach, counsel, and facilitate students to practice autonomous learning and help them to solve problems.	3.69
	Promote students’ quality circles, clubs, groups, teams, and cooperatives to perform activities falling within and outside of the curriculum.	3.41
	Organize induction, orientation, creativity, mentoring, coaching, entrepreneurship development, research, cultural, critique, feedback, drawing, sketching, slogan writing, team building, and talk of the day sessions with the help of the students within the department and inter-departments.	3.71
	Integrate research, incubation, practice, experimentation, and socialization with the learning tasks of the students.	3.24
	Foster a higher level of learning in all three domains of learning with a focus on creativity, analysis, organization, characterization, naturalization, and articulation.	3.68
	Integrate the activities of diary writing, reading books, use the internet, highlight important learning points, and paraphrase the learning with the learning process of the students.	3.46
	Encourage students to organize national and international events such as paper and poster presentation competitions, technical quizzes, technical projects, search conferences, and research conclaves.	3.69
Delegate	Incorporate provision of autonomous learning in the academic calendar and course plan to implement professionally and productively.	3.81
	Encourage students to use online completion of the task and auto assessment of the task. It may be in the form of a quiz, case analysis, and project.	3.34
	Create a scope for analyzing the complex problem and generating alternative solutions different from conventional. The scope incorporates the use of creativity, thinking, analysis, and evaluation.	3.84
	Encourage students to use interview, discussion, multiple role-play, experimentation, interaction, presentation, and the like techniques to self-learn and learn from other students collaboratively and cooperatively.	3.23
	Encourage students to write on social media related to their learning, learning experiences, critique current happenings, analytical views on decisions, and the like.	3.48
	Encourage students to use videos, blogs, learning packages, concept maps, Jigsaw, virtual learning, spoken tutorials, and similar resources.	3.76
	Encourage students to remove barriers and difficulties to learning on their own, with the help of peers, senior students, and teachers.	3.34
	Create opportunities for attending exhibitions, seminars, conferences, competitions, presentations, and interviews in real-life situations on topics of their interest.	3.56
	Encourage students to go for excursions, internships, training, demonstration, sharing their experiences and feeling, and views on topics of their interest.	3.17
	Organize students managed events such as professional society chapter activities, presentations, cultural activities, sports activities, social services, competitions, and the like.	3.67
Assess	Provide objective criteria for assessing the achievement of learning outcomes so that assessment criteria become a source of motivation, self-monitoring the progress on learning, and assessing the accomplishment of learning outcomes.	3.56
	Promote the use of check sheets, observation schedules, rating scales, and rubrics for effective assessment tools for reinforcing autonomous learning in students	3.56
	Promote the use of self and peer assessment approaches against predefined performance criteria	3.74
	Create opportunities for students to demonstrate abilities	3.56
	Encourage students to undergo self-assessment, peer assessment, reflection on the process of learning, and progress in learning	3.34
	Use outcome-based assessment tools	3.34
Reflect	Motivate students to question themselves on motivation, approach, technique, tools, method, behaviour, and the like to enhance their maturity for learning and find ways and means to improve their learning methods.	3.45
	Harness their self-motivation and proactive attitude to learn on their own	3.67

9. DISCUSSION:

The strategies to foster autonomous learning in higher education institutions are designed holistically in the context of developments taking place in the higher education system all over the globe in general and the effective implementation of NEP 2020. The strategies should be designed holistically and implemented in the light of their vision and institute development plan. There are various models, strategies and approaches suggested by researchers in other contexts that may be used for designing and implementing autonomous learning in the institute. The teachers in HEIs are using many of the strategies in a fragmented, casual and unprofessional way to seek the participation of the students in learning and not for empowering the students for their learning.

10. SUGGESTIONS:

At the institute level teachers and students should be encouraged to implement autonomous learning to develop higher-order outcomes in all three domains of learning, professional outcomes, technology skills, soft skills, and lifelong learning skills.

Autonomous learning will help the institutes to shift the responsibility of learning from teachers to students, improve the learning maturity of the students, save the time of teachers for passing on the information, use institutional resources effectively and efficiently, enhance the competence of teachers to connect with real-life situations.

Autonomous learning will develop a process by-product and associative abilities in the students without consuming extra time and effort.

Autonomous learning is further encouraged using open learning resources, learning management system of the institute, earning credits through the online recognized courses, using artificial intelligence, virtual reality, and immersive learning. The spoken tutorial, virtual labs, computer-aided instruction, blended learning, flipped learning are becoming powerful means for encouraging autonomous learning, increasing access to learning and assessing the learning achievements. The online diagnostic tools, facility for creating learning assessment portfolios, feedback rubrics, and automatic assessment tools are powerful learning resources for autonomous learning. Eko (2020)⁵confirmed that flipped classroom method is a potential alternative for autonomous learning, learning monitoring, and assessment tool. It encourages the development of autonomous learning abilities, improves performance, and develop the potential for collaboration and creativity.

Use of social media, online learning communities, problem-solving groups and e-mentoring are also being used by internet users for learning, development, and confidence-building. The future higher and technical education institutions will take the students towards total autonomous learning using online platforms, tools, techniques and resources.

The creation of industry-based e-learning resources such as case studies, problems, issues, trends, themes for innovations, educational games, animations, multimedia learning packages with the major focus in the coming future.

Teachers roles will significantly and dynamically change with the implementation of autonomous learning in the institutes.

11. LIMITATIONS OF THE STUDY:

The study has a number of limitations. Firstly, the study is based on the limited number of responses in comparison to a number of teachers working in higher education. Secondly, it is based on the responses of teachers that are trained by NITTTR, Bhopal. Thirdly, no standard research is available to capture the current scenario of higher and technical education so researchers made instrument is used. Fourthly, the higher and technical institutions may be at different stages of implementation of outcome-based education and promoting autonomous learning. Fifth, the views of the students are not gathered on autonomous learning.

12. SCOPE FOR FURTHER WORK:

There is a scope for further exploring the philosophy of autonomous learning and its implication in a different culture and different disciplines of higher education. There is the scope of analysing the behaviour of students required for undergoing autonomous learning. There is a scope for drawing the profile of the teachers for effectively implementing the philosophy of autonomous learning. An experimentation study would be an effective methodology to prove the relevance and impact of autonomous learning on students, employers, and teachers.

13. ACKNOWLEDGEMENT:

We would like to record a word of appreciation for all the respondents that have openly shared their views on autonomous learning.

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Received on 14.01.2022 Modified on 27.07.2022

Asian Journal of Management. 2023;14(1):37-44.

DOI: 10.52711/2321-5763.2023.00007