Learner autonomy profiles of adult learners in asynchronous learning environments versus the traditional classroom setting.

摘要

The purpose of this study was to determine differences in learner autonomy scores of college students undertaking learning in a synchronous environment and those learning in an asynchronous environment.; This study defines synchronous learning as the traditional classroom setting requiring prescribed meeting times and asynchronous learning as learning acquired online wherein communication can be accessed without time or space constraints.; The Learner Autonomy Profile (LAP), a fully validated instrument, was used to assess the participants' levels of autonomy. The dependent variables in this study were the four constructs and twenty-two components of the LAP. The independent variables were the two student groups defined by participation in synchronous learning or asynchronous learning (first experience asynchronous learners and repeaters).; Participants in this study were 108 students, age 18 or older, attending a university in Virginia. A total of 36 respondents represented each learning environment: traditional, asynchronous first experience, and asynchronous repeaters.; The level of learner autonomy for students in both learning environments was hypothesized to be different, with students undertaking learning in an asynchronous learning environment possessing a higher level of learner autonomy. Further, it was hypothesized that students repeating learning in an asynchronous learning environment would possess a higher level of learner autonomy.; The results of the study indicate significant differences between students in the traditional learning environment and those undertaking learning in the asynchronous learning environment within the construct of Resourcefulness (resolving conflict). Analysis of scores in the high and low extremes also revealed significant differences between these groups within the construct of Resourcefulness (resolving conflict).; Further, an Analysis of Variance (ANOVA) revealed that students repeating learning in an online asynchronous learning environment obtained higher scores than did the traditional learners within the construct Resourcefulness (resolving conflict) and when examining high/low extreme scores, significant differences between the asynchronous repeaters and both the traditional and asynchronous first timers were found.; These findings indicate differences in the learner autonomy of students who have undertaken asynchronous learning and those who have not. Further research may provide a more comprehensive understanding of the role of learner autonomy in traditional and asynchronous learning environments.