Towards Learner Autonomy in the Teaching of Writing: A UWI Study
Keywords:The University of the West Indies, St. Augustine, Writing, University Courses, Teaching Methods, Independent Study Methods, Trinidad and Tobago, Distance Education
AbstractThis paper assesses the mounting of a tertiary level writing course, English for Academic Purposes, at The University of the West Indies (UWI), St. Augustine via the use of a set of self-instructional printed materials, with reduced teacher-student contact. It indicates that the move to a learner-based approach was quite successful for the group of 48 mature students who took it, as assessed from the low drop-out rate, high success rate, and positive motivation expressed. Students were able to control their own time resources for assimilation of print materials and the meeting of coursework deadlines. The body of printed materials seems to have given them a sense of security which mitigated their concern as to increased responsibility for the learning process. All in all, the project bodes well for a shift across to meaningful learner-based education at the tertiary level throughout the Caribbean region, in order to more effectively reach those persons who are unable to physically meet the demamds of face-to-face education.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).