An individual learning space refers to students engaging in a self-directed learning (Kop, Fournier, 2010). This setting relates to providing students independent work/tasks that require their sole contribution in order to complete.
It’s advantageous in providing students a sense of more responsibility into their learning, allows them to set personal goals and monitor their development to ensure the success of these goals (Kop, et al., 2010). These advantages can provide an opportunity for teachers to exercise their teaching strategies from being looked at as the giver and source of information, into an advisor that guides students to take on more accountability for their learning.
In contrast, its disadvantages are the presumptions that come along with this learning space (Kop, et al., 2010). For instance, due to the large amount of responsibility entrusted to the students, it’s instantly assuming that all students within the class can conduct a self-manageable type of learning. It assumes all students can sustain motivational purpose independently without the on going support of their peers and teacher (Ramsden, 2011). Teacher’s pedagogical strategies then need to focus on how much control should be given to students and set a specific category of work to allocate for this type of learning space.
It’s advantageous in providing students a sense of more responsibility into their learning, allows them to set personal goals and monitor their development to ensure the success of these goals (Kop, et al., 2010). These advantages can provide an opportunity for teachers to exercise their teaching strategies from being looked at as the giver and source of information, into an advisor that guides students to take on more accountability for their learning.
In contrast, its disadvantages are the presumptions that come along with this learning space (Kop, et al., 2010). For instance, due to the large amount of responsibility entrusted to the students, it’s instantly assuming that all students within the class can conduct a self-manageable type of learning. It assumes all students can sustain motivational purpose independently without the on going support of their peers and teacher (Ramsden, 2011). Teacher’s pedagogical strategies then need to focus on how much control should be given to students and set a specific category of work to allocate for this type of learning space.
Figure 7.