| Abstract: | In many institutions increasing priority is being given to the educational goal of intellectual independence with course objectives placing more emphasis on the processes of learning and less on course content. While such objectives are readily achieved in the small class setting, this remains difficult in large class settings. In this paper we describe an attempt to pursue the student-independence agenda in a large, first year management course and discuss the processes used, outcomes achieved and critical success factors perceived. While results to date show a pleasing increase in the use of effective learning strategies for independent learning by students, a significant minority of students have not responded positively to the independence goal. Concluding comments develop this aspect. |
