Towards a Support for Autonomous Learning Process

2009 ◽  
pp. 582-585 ◽  
Author(s):  
Lorenzo Moreno ◽  
Evelio J. González ◽  
Carina S. González ◽  
J. D. Piñeiro
Keyword(s):  
Learning Process ◽  
Autonomous Learning

scholarly journals The practicality of curricula towards improved employability

2021 ◽  
Author(s):  
Mercedes Aznar
Keyword(s):  
Learning Process ◽  
Education System ◽  
Learning Experience ◽  
Economic Models ◽  
Drastic Change ◽  
Autonomous Learning ◽  
New Era ◽  
Fresh Perspective ◽  
To Come

The Covid-19 pandemic has resulted in a plunge of worldwide economies and consequently, new economic models must be evolved in order to come out of such an unfavourable situation. Innovation and creativity will be a must to reach success and it is here where young graduates can provide a fresh perspective. Certainly, the education system must also adapt to a new era that will result from this situation and although present curricula can become a constraint to achieve this goal in some cases, a drastic change in classroom methodology is a must. The objective of this paper is to describe that a learning process based on hand-on practice and autonomous learning can result in an upgrade of competences and skills. Therefore, a project carried out by Tourism undergraduates will be introduced in which students become the main characters of their own learning process. As a result, an increase in motivation has been revealed and also, in students’ maturity towards the learning experience.

scholarly journals Teacher’s and learner’s roles in autonomy-oriented foreign language teaching: a theoretical investigation

2020 ◽  
Vol 4 (2) ◽  
pp. 31-36
Author(s):  
Dung Nguyen Tri Tran
Keyword(s):  
Foreign Language ◽  
Theoretical Investigation ◽  
Learning Process ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Autonomous Learning ◽  
Teaching Community ◽  
Teachers And Students ◽  
Global Language

The global language teaching community has largely spotlighted students’ autonomous learning for the last few decades. Through the thorough review of the existing literature on learner autonomy, this article aims to theoretically investigate this concept as well as clearly specify the roles played by teachers and students in an autonomy-oriented classroom. Autonomous learning is not at all synonymous with the absolute elimination of teacher’s role and learner-learner relationships. In fact, language instructors need to comprehend their roles in a multidimensional way, and students are supposed to be responsibly active for their own learning process as well as positively interdependent for academic cooperation.

scholarly journals Teleconference in Support of Autonomous Learning

2018 ◽  
Vol 21 (2) ◽  
pp. 27-43
Author(s):  
Stefanos Armakolas ◽  
Christos Panagiotakopoulos ◽  
Anthi Karatrantou
Keyword(s):  
Distance Education ◽  
Training Program ◽  
Learning Process ◽  
Autonomous Learning ◽  
Teaching Tool ◽  
Technological Education ◽  
Education Department ◽  
Effective Learning ◽  
The Creation

Abstract In Distance education, learning depends on the ability of the learner to manage his/her learning process, both through the creation of appropriate objectives, and by adopting strategies to achieve them. The role of the teacher is to develop an efficient methodology with flexibility over the learners’ special characteristics and to create conditions to enable the learners to manage their learning process. This research aims to investigate the parameters which are involved in synchronous teleconference and which lead to effective learning through the support of an autonomous environment. The research was conducted with students of the Annual Training Program for Teachers of Higher School of Pedagogical and Technological Education Department in Patras. The results show that teleconference as teaching tool can support the autonomous learning and can enhance personalisation as this process can help students to learn and develop skills by receiving efficient support.

Can a Teaching Method Guarantee Success in L2 Learning?

2020 ◽  
pp. 1-20
Author(s):  
Macarena Muradás-Sanromán
Keyword(s):  
Language Learning ◽  
Intercultural Communication ◽  
Learning Process ◽  
Professional Growth ◽  
Teaching Method ◽  
Autonomous Learning ◽  
New Approach ◽  
Globalizing World ◽  
Wide Range ◽  
L2 Learning

In a rapidly globalizing world, the need to learn languages is more than evident. Professional growth, intercultural communication, and personal enrichment are among the great benefits they offer. Therefore, the important efforts throughout history to find a perfect method which guarantees success in language learning should come as no surprise. Nevertheless, none of the proposals has achieved desired results. Consequently, it is necessary to reflect on the following question: can a teaching method really guarantee success in L2 learning? This chapter analyzes in depth the wide range of factors which influence the learning process, in order to understand better who learns, how, and why. This new approach promotes an individualized and autonomous learning process, and the quest for a unique, infallible teaching method becomes senseless.

PEMBELAJARAN MATEMATIKA BERMUATAN KONSTRUKTIVISTIK UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA

2010 ◽  
Vol 15 (2) ◽  
pp. 61
Author(s):  
Mr Marthen Tapilouw
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Contextual Learning ◽  
Autonomous Learning ◽  
Class Discussion ◽  
Constructivist Approach ◽  
Learning Mathematics ◽  
Home Work

It was hope that the improvement of mathematical reasoning should be reach by the students after the mathematics learning process, although it is not easy to reach. This study was carried out in secondary high schools through quasi experiment methods. The aim of this study is to describe: Students’ achievement after the learning process, and the difficulties factors on learning mathematics, through contextual teaching and learning based on constructivist approach. The conclusions of this study are: The improvement of students’ mathematical reasoning is quite good. There are also some positive improvements on students’ autonomous learning, students’ participation on the class discussion, the students’ ability on answering the question, and the students can explain to the class how to solve the problems. The obstacle of the learning process is the number of students in the class and the learning schedule. The alternative way to overcome this problem is by giving work sheets to be done as home work or some activities out of the class. It was hope that in the future, the math book should be revised, and being adapted to contextual learning with contextual illustration that is well known and well understood by the learners, so mathematical lesson will be attractive and easy to learn.Keywords: constructivism, contextual learning, mathematical reasoning

scholarly journals Developing learner autonomy in language learning: A study in the Thai EFL secondary school context

2021 ◽  
Author(s):  
◽  
Muthita Chinpakdee
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Practices ◽  
School Context ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Language Classrooms ◽  
Group Interviews ◽  
Based Instruction

<p>Learner autonomy, primarily defined as “the ability to take charge of one’s own learning” (Holec, 1981, p. 3), has gained much research interest in the field of language learning and teaching due to its potential contribution to effective language learning. Although the concept of learner autonomy has been extensively discussed in the literature, little research has empirically investigated how this concept is realized in language classrooms.  This research explored learner autonomy and its development in the Thai secondary school context. The research was structured in two phases. The first phase of the study was an exploratory phase conducted to identify the Thai teachers’ perspectives towards learner autonomy and how their classroom practices prepared learners for autonomous learning. Data were collected through class observations, teacher interviews and learner group interviews. The findings revealed that although the teachers shared positive views about learner autonomy and regarded it as a useful concept, they did not sufficiently promote autonomous learning in their classroom practices. Learners’ accounts of their learning experiences also indicated that their classrooms did not prepare them methodologically and psychologically to take responsibility for their own learning. Findings from the exploratory phase indicate that the teachers’ use of the teacher-led teaching method as well as the learners’ lack of skills and confidence in their ability to direct their learning process could pose significant challenges to learner autonomy development. Building on findings from the first phase, the second phase of the study featured a strategy-based intervention program designed to promote learner autonomy. This intervention phase involved 30 learners from an intact class in which the strategy-based instruction program was implemented, and 32 learners from a comparison class who received regular English lessons. Data regarding the intervention’s impacts on learners’ development of knowledge and skills to direct their learning were obtained from learner group interviews and weekly learning journals while the intervention’s influence on learners’ language proficiency was observed through reading think-aloud sessions and three sets of reading tests. Findings revealed that strategy-based instruction was an effective means to raise learners’ awareness of their learning process and foster autonomous learning. First, the intervention lessons significantly contributed to learners’ gradual development of knowledge and skills to independently direct their learning process. Secondly, learners’ learning experiences during the intervention also motivated them to create learning opportunities in which they can interact purposefully and creatively with English. Furthermore, learners’ strategic approaches to learning appeared to have led to their increased scores in English reading. In sum, this study indicates that learner autonomy is a viable goal in the Thai educational context. It also provides empirically-grounded insights into the process of developing learner autonomy in language classrooms and reveals factors that can mediate the process. Findings from this study contribute to the current understanding about learner autonomy in language learning and offer practical implications for teachers in creating a learning space to promote autonomous learning.</p>

scholarly journals Students’ Obstacles on Autonomous English Learning

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Andi Dian Rahmawan
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
English Education ◽  
Autonomous Learning ◽  
English Learning ◽  
Data Source ◽  
The Subject ◽  
Basic Need ◽  
Learning English ◽  
Descriptive Qualitative

This study attempts to give teachers a perspective regarding what problems students face during the process of learning English material by employing the Autonomous Learning. The researcher used Pragmatics as the subject of learning to observe the process of Autonomous Learning during one semester. This is a descriptive qualitative research in which 7 students of English Education of PGRI University were employed as the subjects of this study. Those students are the most active ones in class. After they conducted a series of learning process autonomously, they were expected to fill the questionnaire as the data source to reveal the basic need of the students that they are expecting from the teachers. Then the data would be explained descriptively. It is expected that the teachers are going to have some new perspectives regarding the autonomous learning, which is related to the students’ problems. What they want the teachers to do and what the teachers should provide are two fundamental considerations. This study reveals that the autonomous learning does not mean that the students learn the material fully autonomously. Bigger than that, the students still need the presence of the teachers as the agent of autonomous learning.

scholarly journals Sea Change in Library Use

2015 ◽  
pp. 413-422
Author(s):  
Ian Adkins ◽  
Devin Unwin
Keyword(s):  
Full Advantage ◽  
Learning Strategies ◽  
Support System ◽  
Learning Process ◽  
Autonomous Learning ◽  
Counselling Service ◽  
Service Support ◽  
Library Resource ◽  
Library Use

This article gives an overview of a project we are currently working on. We are extending our current support system and library (Resource Centre) to include a self-access and counselling service. Support, as traditionally understood in the centre, has catered to borderline students who needed specific help with one more areas in order to pass on to the next level. This project will also include learner training (Ellis & Sinclair, 1989) being incorporated into the syllabus for all levels as well as further learner training within the counselling sessions. The learning training is intended to foster more autonomous learning and allow the learners to take full advantage for the resources (both digital and paper) which the centre has in abundance. We draw upon the work of David Little who writes: “It is fundamental to autonomous learning that the learner should develop a capacity to reflect critically on the learning process, evaluate his progress, and if necessary make adjustments to his learning strategies” (Little, 1991, p. 52).

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