Conditions for Learner Autonomy at a Distance

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Abstract
The concept of learner autonomy was established originally in traditional adult education, but it has been found difficult to incorporate it in adult education at a distance. The reason for this, I suggest, is that attempts at transfer to education at a distance have been in terms of similar learning methods, but these have resulted in a significant change in learning aims. In contrast, the present paper argues that in order to achieve the aims of learner autonomy in distance teaching, one has to use learning methods which differ significantly from those used in traditional adult education. To identify these methods requires a three‐step process. It is first necessary to establish the connection between the aims of learner autonomy, the learning methods by which these are achieved traditionally and the conditions these methods have to satisfy. These conditions then have to remain unchanged in the transfer to adult education at a distance, and not the learning methods themselves. Finally, appropriate learning methods are devised suited to the circumstances of distance education. Not surprisingly, it is found that these are different from methods used both in traditional adult and traditional distance education. Examples of the use of such methods are given.

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