Autonomy vs. Teamwork, As a Determinant of Active Learning
DOI:
https://doi.org/10.53103/cjess.v6i2.489Keywords:
Universal Design for Learning, Collaborative Learning, ProcrastinationAbstract
Traditional educational models often position teamwork as central to active learning, assuming that collaboration enhances academic performance and organizational skills. This study challenges that assumption by examining student autonomy as a key driver of learning outcomes. Using a self-selection design, students chose between individual and group learning environments, and their performance and study habits were analyzed. Results show that students who preferred solo work demonstrated stronger organization, greater proactive engagement, and higher academic achievement than their group-based peers. These findings suggest that active learning is most effective when autonomy is foregrounded. The study supports a more inclusive conception of active learning aligned with Universal Design for Learning, accommodating both independent and social learners.
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Copyright (c) 2026 Alexandra Bandina, Ahmad Banki
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