This paper presents a case study of student-centered autonomous learning in Group Facilitation, a course for second year students undertaking a human services degree. The design and delivery of this course adopts an approach to learning that places responsibility for what, how, and when learning occurs in the hands of the students. Student are encouraged when planning their learning to consider their personal needs, then reflect on the way they wish to process their environment, and then to consider the content that is of most interest to them. Student evaluation data, provided in the form of rating scales and qualitative comments, suggests that students have very positive views about the approach taken with the course.

Keywords: Student-centered learning; autonomous learning; innovative and practical learning