English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Autonomous learning is the least researched and accordingly the slightest revealed type of the different ways of learning. Autonomous learning is when the learner himself initiates learning and he performs an independent, directed learning programme on the basis of his own decision: investigates the topics that raised his interest, checks his existing knowledge or refreshes his earlier gained knowledge. It is rather difficult to measure and evaluate the process and result of informal and autonomous learning connected to it. In Hungary the first survey that covered also this was carried out in 2003 among the adult population, then in 2009 another survey was made, containing more than a thousand samples. In certain cases we can examine the methods of autonomous learning in historical perspectives as well, we can even state its effectiveness, which can give help in the interpretation of the present surveys as well. Naturally, this is mainly possible in case of those persons whose lives we have detailed information about, and whose autonomous learning proved to be effective: they attained their targeted aims with self-study and self-education and that influenced their work or life in a way that they found it worthy to record. They are the real “masters” of autonomous learning, who acquired such knowledge with some kinds of particular independent learning methods that affected and changed their whole lives. In my study I would like to present the motivations, learning methods and results of those persons who represent the different types of autonomous learning and who developed them to be almost perfect, by giving examples from different eras of history: emosthenes gives an example for immersion and practising one special field, Saint Augustine for lifelong learning process, Marco Polo for getting knowledge when a person gets into a special, new life situation and Heinrich Schliemann for independent language learning.

Types of the autonomous learning in the light of historical sources