This thesis is an investigation into the exercise of autonomy in the practice of collaborative, project-based classrooms. The investigation set out to answer two research questions: What are the forms of autonomy expected of students in project-based classes?, and What are the factors that mediate the employment of autonomy in these classes? The investigation gathered qualitative data from students and teachers of four project-based, computer-assisted courses in four language departments at The University of Melbourne. The study was carried out in two stages, over two years. In all, a total of ten 14-week classes run by four teachers were investigated, containing a total of 136 students. The first year (stage one of the investigation) focussed on teacher practice and course syllabi, and addressed the first research question. The second year (stage two), focussed on student practice and addressed the second research question.
Identifer | oai:union.ndltd.org:ADTP/245744 |
Creators | Smith, Michael Arthur |
Source Sets | Australiasian Digital Theses Program |
Language | English |
Detected Language | English |
Rights | Terms and Conditions: Copyright in works deposited in the University of Melbourne Eprints Repository (UMER) is retained by the copyright owner. The work may not be altered without permission from the copyright owner. Readers may only, download, print, and save electronic copies of whole works for their own personal non-commercial use. Any use that exceeds these limits requires permission from the copyright owner. Attribution is essential when quoting or paraphrasing from these works., Open Access |
Page generated in 0.0018 seconds