Comment favoriser l’autonomie de l’apprenant en utilisant la théorie de l’autodétermination ?

To foster learner autonomy using self-determination theory I focus on meeting the three basic psychological needs it outlines which are autonomy competence and relatedness. For autonomy I give learners meaningful choices in how they engage with content such as selecting topics pathways or even the format of assignments. For competence I design challenges that are just tough enough to stretch their skills but not so hard that they feel defeated. I also provide clear feedback that helps them see their progress. For relatedness I try to create a learning environment where they feel seen and supported whether that’s through peer interaction or consistent encouragement.

It seems fundamental to me to include the relationship among basic needs, something that with many years of teaching experience I have discovered is key and that is less taken into consideration than it should be.

Autonomy-supportive teaching also involves incorporating engaging, enjoyable activities, capturing student interest, and motivating them to learn. This is more easily achieved with out-of-the-box thinking. While it is the expectation to remain up-to-date in our fields, I recommend pursuing professional development in three other areas: 1) Edutech. 2) Topics your students are knowledgeable about. 3) Issues your students care about. Keeping up with the latest technology leads to more innovative lesson plans. Seeking out topics your students know and care about shows respect and interest. Plus, it also makes the class more enjoyable and fulfilling to teach when I can weave in topics or exercises my students are passionate about. :)

I would add being very meticulous about the structure of the course and the learning objectives, so that the students have a very clear idea about what are they supposed to achieve.

As important as providing timely and constructive feedback is proposing reachable challenges, where learners can reasonably apply and cultivate their competences.

Creating supportive learning environments implies modelling positive interactions, but also being strict about disrespect among students.

I would propose setting up peer review systems, where learners can provide constructive feedback to each other, building a sense of community and relatedness. In a digital marketing course, we created a peer-review platform where learners critiqued each other’s assignments, offering feedback on campaign strategies and content creation. This reciprocal process not only improved learning outcomes but also fostered a collaborative spirit. Learners who participated in peer reviews completed the course at a 15% higher rate than those who did not engage, as they felt more connected and supported in their learning journey.

These effects may be easier to achieve with elective training than with required or mandated training. In the former, the participant has made an active choice to participate, and this is more inclined to participate in a proactive manner.