Self-Managed Learning: An Experiential Course Design Using the QWL Paradigm

Abstract

The purpose of this article is to suggest ways of improving satisfaction, performance, and motivation of students by analyzing classrooms as work organizations according to QWL concepts. This paradigm, referred to as self-managed learning, requires the student to take more of an active responsibility in his own learning. Through the use of group exams and projects, peer evaluation, and a participatory mode of decision-making concerning course format, students tend to be more motivated, attend class to a greater degree, develop higher levels of conceptual and analytic reasoning than may be the case in traditional forms of education.