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Who controls the learning? Examining the impact of an autodidactic framework in a Grade 12 girls’ atmospheric science class

Written by: Eric A Walters
8 min read
ERIC A WALTERS, MARYMOUNT SCHOOL OF NEW YORK, USA Introduction The COVID-19 pandemic required teachers to experiment with new approaches to teaching and learning in fundamentally new settings. Teachers, in general discovered that we did not need to be in the same space at the same time as the students in order for learning to occur. However, we assumed that students would plan their asynchronous learning based on their daily school schedule. Instead, students planned their asynchronous learning using a framework that worked best for them. The skills that make for a successful self-directed learner are similar to the 21st-century skills that teachers promote on a regular basis. Schleicher (2011) separates these 21st-century skills into ways of thinking (critical thinking, creativity, problem-solving and decision-making) and ways of working (communication and collaboration). Karatas and Arpaci (2021) further suggest that self-directed learning skills, metacognitive awareness and 21s

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