Fostering learner autonomy: Key to advancing learning in post COVID-19

Abstract

The pandemic has made us rethink how teaching should be carried out to ensure effective learning takes place despite all the constraints faced. To do this in ways that will be most supportive of the learner's readiness to learn and the teacher's capacity to understand and capitalize on that readiness, this paper proposes fostering learner autonomy as the key to advancing learning in post Covid-19. Theories related to the premises of learner autonomy were presented based on Fishbein and Ajzen’s work on the relationship between beliefs, attitudes, behavioral intentions, and behavior and Bandura’s self-efficacy. Three models which emphasize on understanding the learners learning readiness and teacher’s instructional constraint form the basis for addressing the issues faced. Last but not least, strategies for learner autonomy enhancement in the classroom were provided.