An exploration of the relationship between self-access and independent learning

Abstract

This chapter seeks to explore the nature of learner independence and to examine ways in which teachers and self-access facilities can promote or inhibit its development. It is important to be clear that the reasons for encouraging learner independence are to do primarily with the psychology of learning rather than any moral or political imperative alone. Included in any initial needs analysis of learners there should be an assessment of that learner's readiness for independent learning. The learner development which needs to accompany the promotion of independent learning is much less easily defined, much more gradual and, all in all, more complex and problematic, but it is the process in the end which brings the greater reward and advancement. Self-testing materials can satisfy the aim of 'individualization' very well, but they do very little to promote learner independence. Once self-access work is underway, learners need support in evaluating their progress, reanalysing their needs and setting further objectives.

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