Empowering Students’ Autonomous Learning through Self-regulation, Metacognitive Strategies, and Collaborative Learning Environments

Nisara Paethrangsi; Sombat  Teekasap; Rachapong  Khiewpan; Wanlapa  jandaboue

doi:10.60101/jla.2024.5.1.4065

Authors

Nisara Paethrangsi Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi https://orcid.org/0000-0003-1145-8212
Sombat Teekasap The Graduate School, Bansomdejchaopraya Rajabhat University
Rachapong Khiewpan Faculty of Liberal Arts, Rajamangala University of Technology Thanayaburi
Wanlapa jandaboue Faculty of Liberal Arts, Rajamangala University of Technology Thanayaburi

DOI:

https://doi.org/10.60101/jla.2024.5.1.4065

Keywords:

autonomous learning, metacognition, self-regulation

Abstract

This article presents the enhancement of autonomous learning among learners using self-regulation strategies, metacognition, and a cooperative learning environment. These elements contribute to higher academic achievement. Promoting learners to enhance their knowledge of self-regulation and developing metacognitive skills in a cooperative learning environment is important for student learning in the 21st century. It helps learners spend time outside of universities to develop their knowledge and understanding. These skills are necessary for lifelong learning. This study shows that to promote students’ autonomy, teachers need to develop new teaching strategies and encourage students to have skills in planning, teamwork, self-reflection, and self-assessment, as well as time management with technology and effective communication. Recognizing the value of self- autonomous learning is essential for students. To transition from being passive recipients of information from lecturers to actively seeking knowledge and continuously learning independently, learners must embrace new learning strategies.

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