Learner Agency and the “Self”-Pedagogies

Lisa Marie Blaschke
Carl von Ossietzky Universitat Oldenburg, Germany


As a result of the rising popularity of learner-centred teaching and learning, interest has generated into established educational pedagogies that have focused on supporting learner agency. These pedagogies – referred to the “self” pedagogies in this paper – include theories of teaching and learning such as self-efficacy, self-determination, and self-directed (andragogy), self-regulated, and self-determined (heutagogy) learning. This paper describes learner agency and the “self” pedagogies, while also identifying ways in which these pedagogies can be used to promote learner agency in the online classroom.

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