Adaptive self-directed learning support by question generation in a semantic open learning space

2013 ◽  
Vol 4 (4) ◽  
pp. 349 ◽  
Author(s):  
Corentin Jouault ◽  
Kazuhisa Seta
Keyword(s):  
Learning Support ◽  
Open Learning ◽  
Question Generation ◽  
Self Directed Learning ◽  
Learning Space ◽  
Directed Learning

scholarly journals SOLS: An LOD Based Semantically Enhanced Open Learning Space Supporting Self-Directed Learning of History

2017 ◽  
Vol E100.D (10) ◽  
pp. 2556-2566 ◽  
Author(s):  
Corentin JOUAULT ◽  
Kazuhisa SETA ◽  
Yuki HAYASHI
Keyword(s):  
Open Learning ◽  
Self Directed Learning ◽  
Learning Space ◽  
Directed Learning ◽  
Semantically Enhanced

scholarly journals How do Learners Make Use of a Space for Self-Directed Learning? Translating the Past, Understanding the Present, and Strategizing for the Future

2016 ◽  
pp. 168-181
Author(s):  
Yoshio Nakai
Keyword(s):  
Physical Space ◽  
Autonomous Learning ◽  
Self Directed Learning ◽  
Learning Session ◽  
Learning Space ◽  
The Future ◽  
Directed Learning ◽  
Economic Partnership ◽  
Partnership Agreement ◽  
Past Experiences

This article aims to reveal how learners make use of a space for self-directed learning to promote collaborative autonomous learning, drawing on data collected at a Japanese language institution for the Economic Partnership Agreement (EPA) care worker candidates in Osaka. The data analysis shows that, through the activities the learners chose and organized, they imagined an ideal L2 self and created their own L2 world. As soon as the self-directed learning session had started, they created their own group on Facebook and promoted learning activities which were related with their real lives in Japan. These activities on Facebook created a learning space beyond the classroom. These online activities they engaged in eventually returned to the classroom space and led to them increasingly taking ownership of the physical space. This research reveals that an important factor for self-directed learning is providing learners spaces and allowing them to explore the boundaries and possibilities of that space. The learners in this case study used the space to translate their past experiences and present emotions into the second language context, and moreover, to strategize for the future. To encourage collaborative autonomous learning, the activities must be organized around learners’ inner worlds where their emotions, experiences and futures exist.

Openness Dimension of Distance Teaching Universities

2011 ◽  
pp. 1557-1563
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Distance Education ◽  
Geographical Location ◽  
Time Constraints ◽  
Distance Teaching ◽  
Open Learning ◽  
Self Directed Learning ◽  
Teaching Institution ◽  
It Education ◽  
Directed Learning ◽  
Flexible Schedules

Distance teaching universities are often referred to as “open universities”, even if they are not called an “open university”. The use of the term “open” supposes that education and learning have traditionally been closed, by various barriers, such as entrance requirements, time constraints, geographical location. and so forth, and assumes that an open learning institution purports to overcome these barriers or part of them. “Distance education” and “open learning” are used synonymously by some scholars and practitioners. Many scholars attribute similar characteristics to both of them, such characteristics as extending access to various educational frameworks, employing flexible schedules, enhancing self-directed learning. Others distinguish between them. The fact is that the adjective “open” is qualitative, value loaded, and highly relative. Its use is confusing unless the context indicates the dimensions of openness that relate to it. Education can be open or closed in many different ways and “open learning” can take place either in a classical university or in a distance teaching institution.

scholarly journals The mobility paradigm in higher education: a phenomenological study on the shift in learning space

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dishari Chattaraj ◽  
Arya Parakkate Vijayaraghavan
Keyword(s):  
Higher Education ◽  
Skill Acquisition ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Space ◽  
Postgraduate Students ◽  
Directed Learning ◽  
Interpretative Phenomenological Approach

AbstractThe study, through the framework of mobility and space, explores the phenomenon of multiple shifts in learning spaces induced by COVID-19. The Interpretative Phenomenological Approach (IPA) is adopted to document the experiences and perceptions of learners caught within these spatial shifts—physical, online, and hybrid. Online interviews were conducted with six first-year undergraduate and three first-year postgraduate students enrolled at the department of English and Cultural Studies in a Southern Indian University. Some of the dominant patterns emerging from the accounts of the participants are (1) the changing perception of conducive learning space, (2) the changing perceptions and roles of various classroom actors, and (3) the evolving nature of the learners and the learning process. The study utilizes the framework of mobility to locate the stage of embodied skill acquisition of the participants within the online learning space and illuminates the possibilities offered by this paradigm within the context of higher education. Some of the insights gained through the study include a changing perception of the conventional built classroom space, a notable preference towards a complete online or offline mode as opposed to the hybrid mode, and a transition towards self-directed learning. The study argues that these implications are highly pertinent and can significantly shape the way pedagogues and researchers engage with the various modes of learning—physical, online, and hybrid—and the future of higher education that is shaped by technology-enabled learning.

scholarly journals Instilling Low Carbon Awareness through Technology-Enhanced Cooperative Problem Based Learning

2019 ◽  
Vol 14 (24) ◽  
pp. 152
Author(s):  
Nina Diana Nawi ◽  
Fatin Aliah Phang ◽  
Khairiyah Mohd Yusof ◽  
Nor Farahwahidah Abdul Rahman ◽  
Zaki Yamani Zakaria ◽  
...  
Keyword(s):  
Problem Based Learning ◽  
Learning Support ◽  
Low Carbon ◽  
Self Directed Learning ◽  
Tech Nologies ◽  
Directed Learning ◽  
And Mathematics ◽  
Student Centred Learning ◽  
Search For Information ◽  
Google Search

Cooperative Problem-Based Learning (CPBL) is a highly Student-Centred Learning (SCL) method for students to develop self-directed learning skills. Previous studies show that CPBL succeeded in instilling environ-mental awareness, deep learning in Science, Technology and Mathematics (STEM) and 21st century skills among students. In this study, digital tech-nologies were utilised to form learning communities during the planning and implementation of CPBL: Low Carbon Society program in two sec-ondary schools in the Iskandar Region in Malaysia. CPBL requires the stu-dents and the facilitators to be proactive and sensible in seeking knowledge and information needed to solve the problem. Google search engine were predominantly used by the CPBL students to search for information, while WhatsApp and Telegram were primarily used to communicate and form learning support communities during the CPBL learning process. CPBL provides early exposure for the students to use software programs in plan-ning and delivering their findings. Students’ reflective journals and obser-vation reports were collected and analysed to identify low carbon aware-ness developed through CPBL. It is found that students’ active involve-ment in understanding the issues and the external motivation and pressure given enabled them to embrace the concept and awareness. The findings of this study indicate that technology assists and provides much needed support in the learning environment to develop low carbon awareness among the students.

Content-Dependent Question Generation Using LOD for History Learning in Open Learning Space

2016 ◽  
Vol 34 (4) ◽  
pp. 367-394 ◽  
Author(s):  
Corentin Jouault ◽  
Kazuhisa Seta ◽  
Yuki Hayashi
Keyword(s):  
Open Learning ◽  
Question Generation ◽  
Learning Space ◽  
History Learning

scholarly journals Sharing Stories of Practice in Self-Access Facility Design and Management

2015 ◽  
pp. 216-218
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
The Self ◽  
International Studies ◽  
Learning Spaces ◽  
Self Directed Learning ◽  
Learning Space ◽  
Learning Modules ◽  
Directed Learning ◽  
The University ◽  
Access Services

Welcome to the new column in SiSAL Journal. So far, this regular column has followed two different institutions as they reconceptualised aspects of their self-access services, in the case of Kanda University of International Studies (Japan), the self-directed learning modules offered through their SALC, and, in the case of the University of Bradford (UK), the reinvention of the self-access facilities as a social learning space. The upcoming column is a much bigger project. It will run for seven volumes of SiSAL Journal. Each issue will address a different aspect of self-access management, through reflective case studies from professionals who work in language learning spaces.

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