Making students responsible for their learning - empowering learners to build shared mental models

Abstract

Students often fail to live up to the challenge of taking charge of their own learning, even in learning environments that are designed to self-regulate study behavior. This chapter describes attempts to create conditions under which students in tutorial groups in a problem-based learning environment assume greater responsibility for their learning while examining how information technology can support their group work. ICT tools like mapping software and webconferencing facilities, and diminished access to tutor support, allow tutorial groups to strike a new balance between student-centered and teacher-centered activities. Results suggest that students in higher education can learn to thrive on more autonomy. However, educators need to consider several moderating influences like social climate, (nonverbal) feedback, (virtual) collaboration competencies, type of learning task, uncertainty, media richness and length of time that students work together. They may also need to reflect on their identity as teachers.