College Student Autonomy Support for Student-Centered Learning in the United States and South Korea

• In Event: Moscone Center North Roundtable Session 3
  In Roundtable Session: Discussions Around Learning Environment Research

Abstract

This study examines what factors influence how much students are engaged with SCL and if these factors are commonly relevant in different cultures. 80 South Korean students and 28 American students participated in this study where students were given autonomy to skip class and learn whatever they want to learn. This study found that student’s perceived autonomy from their instructor was the most influencing in student engagement, followed by gender, their autonomous motivation toward the course, and their age. Student’s cultural orientation was not a statistically significant factor to students’ engagement with SCL. The autonomy supportive classroom environment and students’ relationship with the instructor are more important than student’s cultural background for student-centered learning.

Authors

• Eunbae Lee, The Catholic University of Korea

• Timothy Baird, Virginia Polytechnic Institute and State University