| Title : | Promoting learner autonomy in higher education | | Material Type: | printed text | | Authors: | Brikena Xhaferi, Editor ; Michelle Waldispühl, Editor ; Brigit Eriksson Hotz, Editor ; Gëzim Xhaferi, Editor | | Publisher: | Tetovo : South East European University | | Publication Date: | 2015 | | Pagination: | 281 p. | | Size: | 24 cm | | ISBN (or other code): | 978-6-08-450398-9 | | General note: | Includes bibliographical references
| | Languages : | English (eng) Original Language : English (eng) | | Descriptors: | Higher education
| | Class number: | 370.07 | | Abstract: | Over the last ten years the South East European University (SEEU) in Tetovo, Macedonia, and the University of Teacher Educa¬tion in Zug (PHZG - formerly PHZ Zug), Switzerland, have established and continue to maintain a fruitful cooperation in stu¬dent exchange. The Swiss foundation "education 21" has been suppo¬rting cooperation between teacher training institutions in Switz¬erland and countries in eastern and southern countries since 2010, with the aim of developing global understanding and sustainability in education. SEEU and PHZG have seen this programme as a chance to deepen their partnership by conducting a joint research project in the field of learner autonomy, resulting in the current publication: Learner Autonomy in Higher Education. An International Confer¬ence at South East European University in Tetovo, Macedonia, in co-operation with the University of Teacher Education in Zug, Switzerland. Learner autonomy is an important and widely discussed field of learning, relevant not only in the context of primary and secondary schools, but also for teaching at the university level. It goes without saying that this issue is of particular importance For teacher training. As the project-leaders were language department professors (SEEU: Prof. Dr. Gezim Xhaferi and Assoc. Prof. Dr. Brikena Xhaferi; PHZG: Dr. Michelle Waldispuhl and Prof. Dr. Brigit Eriksson), the project focused on language learning. The aim was to collect the various understanding and beliefs of, as well as the attitudes towards forms and concepts of self-regulated learning among students and faculty members at both partner institutions. One of the main obje¬ctives was to investigate the amount of learner autonomy given to the students at each institute. Additionally, we sought to understand and reflect upon different learning cultures in the context of learner autonomy. | | Record link: | https://library.seeu.edu.mk/index.php?lvl=notice_display&id=16483 |
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