Abstract
There appears to be no consensus among educators and students alike about the value of homework. Although some argue that it is essential for reinforcing learning, others say that it is irrelevant in most cases and detrimental to one’s desire for overall learning. Geared towards the latter, this paper advocates a shift away from homework to home-learning based on the principles of lifelong learning. I will argue that this approach prepares students better for engaging in meaningful learning experiences not only during their college studies but also across their lifespan. In this paper, I also present the results of a small-scale study into 90 first-year English Department students’ perceptions of homework vs. home-learning in the context of Abu Dhabi, the UAE. Analysis of data collected through a self-developed survey revealed that student attitudes were negative towards the former and positive towards the latter. Results also showed that student needs were not usually reflected in homework tasks. Yet students’ weaknesses and strengths were taken into consideration at times. The students were also found to have a significant deficit in their skills for engagement in home-learning tasks as informed by the four lifelong learning skills on which the study focused. I discuss the results and make recommendations to foster students’ awareness and use of home-learning skills so that their chances of engagement in effective and meaningful learning experiences throughout life are enhanced.
| Original language | British English |
|---|---|
| Pages (from-to) | 57-80 |
| Number of pages | 24 |
| Journal | English Scholarship Beyond Borders |
| Volume | 5 |
| Issue number | 1 |
| State | Published - 2019 |
Keywords
- Home-learning
- Homework
- Lifelong learning
- Motivation
- University students