In this competitive society it is essential to produce graduates who are autonomous, critical, competitive and capable of meeting with changing academic and professional needs. However, Thang (2001, 2003, & 2005) revealed that the undergraduates (both distance learners and on-campus learners) of the National University of Malaysia, a public university in Malaysia displayed a lack of autonomy in...

Project-based language teaching (PBLT) provides a number of potential language learning benefits through opportunities for authentic meaningful language use. Previous research has also indicated how PBLT can encourage student motivation and develop learner autonomy. However, mixed findings have been found when implementing PBLT in Asian contexts. The aim of this study was to describe the develo...

In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they ar...

There are various ways of learning. I would like to listen more to the voices of the learners as individual persons, not only as students of English. I have decided to introduce portfolios into my classes because they can make language learning more visible. One of the perceived advantages of portfolios for students is that they can become autonomous learners. Autonomy, which can be a general e...

Solutions to complex tasks often require the cooperation of multiple robots, however, developing multi-robot policies can present many challenges. In this work, we introduce teaching by demonstration in the context of multi-robot tasks, enabling a single teacher to instruct multiple robots to work together through a demonstration of the desired behavior. Within this framework, we contribute two...

According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real...

This research focus on the temporal path analysis of learning stress, test anxiety, peer stress (classmate relatedness), teacher relatedness, autonomy, and self-regulative performance in junior high school. Owing to the processes of self-determination always combines several negotiations with the interactive perceptions of personal experiences and social cognition network. However, the inexperi...

Two studies examined student psychological need satisfaction as a predictor of positive teacher-course evaluations. In Study 1, 268 undergraduates recalled and rated the quality of a recent important college course, then rated their feelings of autonomy, competence, and relatedness within that course. Consistent with self-determination theory, all three ratings predicted instructor and/or cours...

In this paper, we present flexMLfD, a robot independent and task independent demonstration learning system that supports a variable number of robot learners. Our approach is based on the Confidence-Based Autonomy (CBA) demonstration learning algorithm, which provides the means for a single robot to learn a task policy through interaction with a human teacher. The generalized representation and ...

Effects of supervisor and supervisee theoretical orientation on supervisees' perceptions of supervisors' models, roles, and foci were studied, as were variables influencing quality of supervision and supervisee autonomy. Interns (N = 84) from 32 nationwide training sites were surveyed. Cognitive-behavioral supervisors were perceived to be in a consultant role and to focus on skills and strategi...