Honors Student Perceptions of Self-Directed Learning: When Teacher Becomes Facilitator

John Pruitt

doi:10.58680/tetyc201323064

ISSN: 0098-6291
E-ISSN: 1943-2356

Honors Student Perceptions of Self-Directed Learning: When Teacher Becomes Facilitator
Author(s): John Pruitt
Source: Teaching English in the Two-Year College, Volume 40, Issue 3, Mar 2013, p. 274 - 287
DOI: https://doi.org/10.58680/tetyc201323064
- Published online: 01 Mar 2013

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Abstract

This essay presents various perspectives about honors work among first- and second-year students as they proposed and completed independent, open-ended projects in BritishLiterature— I and British Literature— II.

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2013-03-01

2025-12-14

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Article Type: Research Article

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Honors Student Perceptions of Self-Directed Learning: When Teacher Becomes Facilitator

Abstract

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