An Exploratory Study of the University of Oxford Tutorial Method Regarding Its Relationship to Learner Autonomy

Michael K. Ponton, Paul B. Carr


The purpose of this qualitative study was to determine the degree to which the tutorial method used with bachelor’s and master’s students at the University of Oxford promotes constructs (e.g., desire, resourcefulness, initiative, persistence, and self-efficacy) associated with learner autonomy. As learner autonomy—subsumed under the general field of self-directed learning—has been studied and posited as being an important goal of higher education that can support personally-chosen trajectories long after graduation, instructional methods that promote this psychological undergirding of human agency are needed. The findings reveal a development of actual learning and study skills; however, in support of learner autonomy, the findings reveal a development of self-efficacy in these same skills as well as in learner independence, which is critical to engaging in autonomous learning activities.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2020 Global Journal of Educational Studies

Global Journal of Educational Studies  ISSN 2377-3936


Copyright © Macrothink Institute


To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.