Belajar Mandiri: Konsep Dan Penerapannya Dalam System Pendidikan Dan Pelatihan Terbuka/Jarak Jauh  

Oleh:

Haryono, Anung

Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI
Dalam koleksi: Jurnal Pendidikan Terbuka dan Jarak Jauh vol. 2 no. 2 (Sep. 2001)
Topik: Independent/Autonomous Learning; Open and Distance Learning System; Sistem Pendidikan Dan Pelatihan Terbuka Dan Jarak Jauh; Konsep Mandiri dan Belajar Mandiri
Fulltext: Anung Haryono.pdf (83.54KB)

Isi artikel

According to Wedemeyer and Moore (1983), however, independent/autonomous learning depends on three aspects: independent/autonomous (1) in determining learning objectives, (2) in selecting learning mode and resources, and (3) in determining learning evaluation techniques and criteria. Learner’s independence/autonomy in formal education system mostly lies on the selection of learning mode and resources. The learners are not independent/autonomous in the other two aspects. "Distance" in Open and Distance Learning (ODL) system does not only mean physical distance, but also transactional distance or communication and psychological distance. The separation between the teacher and the learner may cause different interpretation on the concept delivered by the teacher and the concept perceived by the learners. Therefore, the transactional distance must be bridged through dialogues/communications between the teacher and the learners. Which type of ODL instructional program is better, not too structured with a lot of opportunity to communicate/dialogues or structured with less opportunity to communicate/dialogues? The answer depends very much on the level of independence/autonomy of the learners. Non-formal-education, adult education, or continuing education gives more opportunity to their students to participate in determining learning objectives, in the selection of learning mode and resources, and in determining evaluation technique and criteria. However, most formal ODL systems such as open universities, give independence/autonomy only in selecting learning mode and resources, in determining learning place, learning time, and in determining learning pace.

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