"ownership of learning" is a correct and usable phrase in written English.
You can use "ownership of learning" when discussing the responsibility and control an individual has over their own learning process. This phrase is often used in the context of education and self-directed learning. Example: "In order to succeed academically, students must take ownership of their learning and actively engage in their studies."
Promote student ownership of learning.
This freedom is critical for enhancing autonomy and ownership of learning.
This might have arisen from insufficient support of student autonomy and ownership of learning as suggested by low scores of Q8 and Q9 in the conventional laboratory approach.
To explicate the concept of ownership of learning from these adjacent terms, Wiley has proposed three conceptual definitions (Wiley, 2009, pp. 25 33): 1. Ownership as responsibility relates to the student's role in his or her educational activity.
In summary, while the conventional cookbook style and recently reformed approaches work in many ways to achieve certain pedagogic goals, the MBL approach supports student autonomy to acquire scientific inquiry skills and fosters intrinsic motivation and a sense of ownership of learning.
The PP activities foster a sense of ownership of learning in students by engaging them in metacognitive strategies (Ghasempour et al. 2013).
This is the phase in which the learners ask "where to next?" Schunk (1996) states that self-assessment triggers the ownership sensation of learning process in the learners and increases their motivation and self-efficacy.
They encourage your student to reflect on herself--her interests, strengths, and aspirations--and to take ownership of her learning.
In developing countries like India where resources and systemic support can be, the School in the Cloud allows young people to take ownership of their learning.
David Conley, Director of the Center for Educational Policy Research at the University of Oregon, adds that the key is not just mastering material, but taking courses that teach you how to "organize and integrate information, think deeper and take ownership and control of learning".
The rational relates to the maximisation of graduate attributes such as motivation to learn, the ability to identify, search and assimilate relevant literature and the desire to take ownership of the direction and pace of learning.
