"learning autonomy" is an acceptable phrase in written English.
It refers to the ability to learn independently and without external guidance. For example, "Having learning autonomy is key to students succeeding in college."
While studying independently is usually discussed with self-regulation and learning autonomy, this statement may need to be modified when measuring self-regulation in the context of Thai culture.
Song (2006) points out in her comparative study that Chinese students' learning autonomy is not as high as that of Western European students; 68.15% Chinese students surveyed agree that it's highly important to plan their learning activities, but only 25% students who planned could follow their plans and only 38.47% students could preview their lessons voluntarily.
The quantitative data also evidenced their improvement of learning autonomy.
This study takes a further step by relating students' digital literacy to their school curriculum and using the pedagogy of negotiated learning to improve their learning autonomy.
Anyone teaching in universities has also seen the appalling fallout – students less able to think critically and exercise their own learning autonomy, having been fed on a relentless diet of narrow, unimaginative test-driven teaching and the examination, and the accompanying tyranny of being governed by numbers.
Based on these definitions, the four self-regulatory statements developed for this study focused on learning autonomy, goal setting, time management, and independent learning habit.
"As a next step, the kids have to learn to think for themselves, and we usually don't think of the military approach as a way to learn autonomy and self-determination".
Two factors that have been shown to facilitate motor learning are autonomy support (AS) and enhanced expectancies (EE) for performance.
To achieve rationality, intelligent agents must constantly balance technical (process) and economic (enterprise wide) trade-offs through co-operation, learning and autonomy.
Self-direction of learning also promotes autonomy (Deci & Ryan, 2000; Reeve, 2009) and is an important skill to develop to promote success in life (Bolhuis, 2003).
We found that visual-motor connectivity was inversely related to learning rate: sensorimotor autonomy at baseline corresponded to faster learning in the future.
