Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners

Holmes, Andrew G D

Abstract

This article considers the potential ways for coaching and mentoring practices in higher education to support the development of learner autonomy, a key espoused aim of university education. I argue that coaching and mentoring can foster self-regulated learning, critical thinking, and goal-setting among students, empowering them to take greater responsibility for their learning, and that higher education institutions should make greater use of coaching and mentoring practises, particularly for non-traditional learners[what in the UK are identified as 'widening participation' students]. The aim is to stimulate reflection and discussion among higher education practitioners.

Citation

Holmes, A. G. D. (2023). Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners. Shanlax International Journal of Education, 11(4), 69-76. https://doi.org/10.34293/education.v11i4.6185

• Journal Article Type: Article
• Acceptance Date: Aug 20, 2023
• Online Publication Date: Sep 1, 2023
• Publication Date: Sep 1, 2023
• Deposit Date: Sep 25, 2023
• Publicly Available Date: Sep 27, 2023
• Journal: Shanlax International Journal of Education
• Print ISSN: 2320-2653
• Publisher: Shanlax International Journals
• Peer Reviewed: Peer Reviewed
• Volume: 11
• Issue: 4
• Pages: 69-76
• DOI: https://doi.org/10.34293/education.v11i4.6185
• Keywords: Autonomy; Higher Education; Learner-Autonomy; Coaching; Mentoring; Non- Traditional Students; Widening Participation
• Public URL: https://hull-repository.worktribe.com/output/4398654