Implement a Lifelong Learning Approach to Enhance Learner’s Autonomy Skills within an Apprenticeship Programme in Higher Education
Abstract
The “SElf-Data for Enhancing Lifelong learning Autonomy” (SEDELA) project started in September 2017. It gathers researchers
from both IT and education science fields. The project aims to enhance learner’s autonomy skills in a lifelong learning
perspective as well as develop, experiment and implement an innovative self-data management approach (El Mawas et al.,
2017). Autonomy in adult education is defined as “the ability to take charge in one’s learning” (Holec, 1981, p.3), meaning
specifically “determining the objectives; defining the contents and progressions; selecting methods and techniques to be used;
monitoring the procedure of acquisition properly speaking (rhythm, time, place, etc.); evaluating what has been acquired”
(Holec, 1981, p.3). Autonomous learners must have the capacity for critical reflection, decision making, and independent action
(Little, 1991). But independence does not mean isolation as others often constitute resources for autonomous learners.
Autonomy is considered as a central asset for lifelong learning. Therefore, supporting students to develop their autonomy’s
skills has become a major issue for higher education (Poumay, 2017). Moreover, autonomy is a key skill in the professional
development. Professional development can either be defined as a process or as a stage development (Uwamariya &
Mukamurera, 2005) and may be measured using specific indicators (Lefeuvre, Garcia & Namolovan, 2009). The approach of
professional development by Eneau, Lameul & Bertrand (2014) is relevant because it offers a holistic vision with three different
entries: identity construction; professional socialisation; professional posture development. In this context, how may the
implementation of a self-data management approach enhance learner’s autonomy skills in their professional development?
Based on previous research (Nguyen & Ikeda, 2015), we suggest that implementing a self-data management approach may
have a positive effect on the learner’s autonomy skills development in the apprenticeship context. Both objectives set by the
SEDELA project are narrowly intertwined: implementation of the approach and autonomy skills evaluation. To address both
objectives, a design-based research method is being deployed (Brown, 1992; Class & Schneider, 2013; Štemberger & Cencič,
2016). Design-based research is defined as a method that “combines empirical educational research with a theoretically
substantiated shaping of learning environments” (Štemberger & Cencič, 2016, p.183) and aims to “build a stronger connection
between educational research and real-world problems” (Amiel & Reeves, 2008, p.34). The process of design-based research
is based on four phases (Design-Based Research Collective, 2003; Herrington, McKenney, Reeves & Oliver, 2007; Štemberger
& Cencič, 2016). The first phase consists in scrutinizing a few apprenticeship training programmes in order to identify
pedagogical needs. Then, the second phase implies developing a functional specification in order to build a prototype of a tool.
The third phase consists in testing prototypes iteratively and also entails data collection. The fourth phase concludes the
research by bringing solutions to the problem and presenting the final design of the developed approach.
Data are being collected as the project is ongoing. Therefore, the first results drawn from the prototype experimentations will be
presented at the conference. We will also discuss the design-based research iterative method and its implications in data
gathering.