Independent learning and the expert learner
Introduction This resource is intended to: • • describe the characteristics of independent learning draw parallels and differences between the ‘independent’ and the ‘expert’ learner.

A definition of independent learning One definition of independent learning or ‘autonomy’ in learning is:
“…the ability to take charge of one’s learning” H. Holec, 1981

Independent learning is usually developed throughout a learner’s time at school or college to give learners more responsibility for work or learning. It helps learners to make informed choices and to take responsibility for deciding what they need to do in order to learn. To do this and to have the motivation to learn independently, learners need to: • • • feel confident about taking and acting upon decisions appreciate the value of reflecting on learning decide whether learning has been effective or whether they need to try another approach.

If you have explored other parts of Developing the expert learner, you may have already noticed that independent learning, with its emphasis on autonomy, reflection and confidence, sits comfortably within the concept of the expert learner. A focus on learning and not teaching Independent learning means that learners make decisions about their learning rather than relying on their teachers to do it for them. At first, many learners find this challenging. When they are more familiar with it, they realise that it allows them to focus on their own individual needs and to take account of the way they prefer to learn. Does independent learning mean working on your own? Independent learning is not only about ‘isolated’ or ‘unaided’ learning, or operating without the help of teachers. It is as much about sharing ideas and problems and working together to resolve those problems. Talking things

© The Quality Improvement Agency for