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The aim is to understand the challenges of independent learning in higher education and how institutional expectations impact diverse students.

‘Independent learning’ in higher education: examining the dynamics of autonomy and collaboration

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The aim is to understand the challenges of independent learning in higher education and how institutional expectations impact diverse students.
Conducted problem-centred interviews with 35 students and 16 lecturers at Austrian universities.
Identified key barriers to independent learning through qualitative analysis.
Utilized a Bourdieusian perspective to examine cultural alignment with academic norms.
Identified four key barriers to independent learning: confusion about the concept, emphasis on factual knowledge, insufficient feedback, and limited faculty access.
Highlighted the importance of social connections and support systems in developing learning independence.
Noted variability in students' willingness to engage in collaborative practices based on their recognition of academic norms.

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This exploration examines barriers to independent learning in diverse student populations, suggesting needed support strategies.

Magdalena Fellner (2026) studied this question.

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