Autonomous versus monotonous learning: A case of first-year master students of didactics

Abstract

The Algerian educational system has seen various efforts to reform its structure, with a focus on promoting autonomy within the university setting. However, these attempts often result in a narrow approach to learning. This study, grounded in constructivist learning theory, addresses the persistent issue of the "Either… or" educational dilemma, where either the teacher or the learners dominate the classroom dynamic. This research aims to explore the need for balancing teacher-led presentations with opportunities for learners' independent thinking, fostering a reciprocal teaching/learning relationship. To achieve this, a mixed-methods approach was employed, utilizing both quantitative and qualitative data collection techniques. A questionnaire was administered to 150 first-year Master's students in Didactics at the Department of English, University of Ibn Khaldoun/Tiaret, followed by an interview with the instructor of the Didactics module to obtain more reliable insights. The findings reveal a significant imbalance between the teacher’s presentation and students’ opportunities for independent thinking. Based on these results, the study offers recommendations to enhance the classroom environment and promote a more balanced, interactive learning process.

Keywords:  Amendment; didactic axis; educational setting; teachers’ presentation; learners’ free thinking; balance.