Dark Matter, Dark Energy

Independent study constitutes most of the learning time for undergraduate students (between approx. 70-90% in the UK). We might consider that the ability to navigate this space is central to a student’s success. We might also contend that independent study, like dark matter, prevents the formal learning experience from radically disassembling. This paper draws on theories of autonomous behaviour that explore competence, self-esteem, motivation and locus of control (Fazey & Fazey, 2001) in relation the findings of a substantive research project undertaken over a 10 week period with 26 undergraduate students on the Illustration Programme at Camberwell.