A Comparative Study of Learner Autonomy in Terms of Gender and Learning Contexts

Year 2018, Volume: 22 Issue: Özel Sayı 3, 2955 - 2967, 31.12.2018

Özkan Kırmızı , Kübra Kıraç

Abstract

This paper aims at investigating learner autonomy of
students at university level in terms of learning environment and gender. The
participants were 100 university students, 43 of whom were male and 57 were
female. An equal number of traditional (n=50) and distance education students (n=50)
participated the study. In the study, Likert type Learner Autonomy Questionnaire
(LAQ) developed by Egel (2003) was used to evaluate the learner autonomy in
different dimensions. SPSS 20 was used to analyze the data. The results showed
that there was a significant correlation between learner autonomy and education
type of the students. Students getting conventional education were of the
opinion that they were more autonomous.  Results also indicated that some dimensions
regarding learner autonomy such as readiness for self-direction and importance
of class teacher changed according to gender type and there was a positive
correlation between all the dimensions in questionnaire and learner autonomy.

Keywords

learner autonomu, , distance education

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