Literaturnachweis - Detailanzeige
| Autor/in | Holmes, Andrew G. D. |
|---|---|
| Titel | Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners |
| Quelle | In: Shanlax International Journal of Education, 11 (2023) 4, S.69-76 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Holmes, Andrew G. D.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2320-2653 |
| Schlagwörter | Personal Autonomy; Coaching (Performance); Mentors; Nontraditional Students; Independent Study; Critical Thinking; Goal Orientation; Student Empowerment; College Students; Inclusion; Culturally Relevant Education; Peer Teaching; Foreign Countries; United Kingdom |
| Abstract | This article considers the potential ways for coaching and mentoring practices in higher education to support the development of learner autonomy, a key espoused aim of university education. I argue that coaching and mentoring can foster self-regulated learning, critical thinking, and goal-setting among students, empowering them to take greater responsibility for their learning, and that higher education institutions should make greater use of coaching and mentoring practises, particularly for non-traditional learners [what in the UK are identified as 'widening participation' students]. The aim is to stimulate reflection and discussion among higher education practitioners. (As Provided). |
| Anmerkungen | Shanlax International Journals. 66, V.P. Complex, T.P.K. Main Road, Near KVB Vasantha Nagar, Madurai Tamil Nadu 625003, India. e-mail: shanlaxjournals@gmail.com; Web site: http://www.shanlaxjournals.in/journals/index.php/education |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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