scholarly journals Interactions plurielles d’étudiants en autoformation guidée et autonomisation | Interactions and Autonomization of Students in a Guided Self-Learning Environment

2016 ◽  
Vol 42 (4) ◽  
Author(s):  
Marco Cappellini ◽  
Martine Eisenbeis ◽  
Annick Rivens Mompean
Keyword(s):  
Social Networks ◽  
Learning Environment ◽  
Language Learning ◽  
Self Regulation ◽  
Formal Learning ◽  
Nous Proposons ◽  
Self Evaluation ◽  
Individual Interviews ◽  
Learning Journal ◽  
Self Learning

Nous interrogeons les formes d’interactions des apprenants dans un parcours d’autoapprentissage guidé en langues. Le dispositif comprend un centre de ressources en langues, des entretiens et un journal de bord réflexif sur leurs activités dont certaines visent des interactions : tandem, réseaux sociaux, etc. À partir de questionnaires et d’extraits de journaux de bord, nous proposons une typologie des interactions qui nous conduit d’une part à interroger les apprentissages formels, non formels ou informels, d’autre part à relier ces interactions aux différentes catégories de l’autonomisation : autodirection, planification et choix des ressources, autorégulation et choix des stratégies, autoévaluation.We analyze the way interactions take place among learners in a self-directed language learning environment. It gathers a language learning centre, individual interviews and a reflexive learning journal describing their activities, which may include interactions such as tandem, social networks, etc. We rely on questionnaires and learning journal extracts that help us build a typology of interactions. This leads us to discuss the notion of formal, informal and non-formal learning and to associate these interactions with several categories for the development of autonomy: self-direction, planning and choosing resources, self-regulation and choice of strategies and self-evaluation.

The Development and Validity Analysis of a Self-Learning Ability Questionnaire for Management Cadets

2010 ◽  
Vol 38 (5) ◽  
pp. 667-672
Author(s):  
Jing Wen ◽  
Jin Shi ◽  
Haoyuan Sun ◽  
Yongcong Shao
Keyword(s):  
High Reliability ◽  
Self Regulation ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Learning Ability ◽  
Validity And Reliability ◽  
Self Evaluation ◽  
Management Students ◽  
Test Retest Reliability ◽  
Self Learning

A self-learning ability questionnaire for management cadets was developed and tested for validity and reliability. Participants were 484 undergraduate management students. Confirmatory factor analysis and other statistical methods yielded results which indicated good correlation coefficients for item discrimination, and satisfied split-half reliability and test-retest reliability. Five key factors of motivation, selection, cooperation and communication, self-regulation, and self-evaluation were identified, which could explain 70.6% of the overall variance. In general, the results indicated that the questionnaire has high reliability and validity. The scale should be suitable for use in the evaluation of self-learning ability of management personnel.

Using CALL in a formal learning context to develop oral language awareness in ESL: an assessment

ReCALL ◽  
2011 ◽  
Vol 23 (2) ◽  
pp. 86-97 ◽  
Author(s):  
Laurence Vincent-Durroux ◽  
Cécile Poussard ◽  
Jean-Marc Lavaur ◽  
Xavier Aparicio
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
English Language ◽  
Formal Context ◽  
Formal Learning ◽  
Language Awareness ◽  
Learning Context ◽  
Individual Interviews ◽  
Before And After ◽  
Post Test

AbstractFrench learners at university meet difficulties in the comprehension of oral English. Being in a formal context of language learning, they need to develop language awareness to compensate for insufficient exposure to the English language.To meet the students’ needs, data was collected in order to pinpoint the main errors made by French learners in listening tasks. The errors were then analyzed and put into perspective with the system of oral English; a connection clearly appeared between the errors and what is barely heard or cannot be heard in reference to written English, hinting at what could cause poor oral comprehension. Three areas of knowledge appeared to be missing in the students’ background: the links between morpho-syntax and phonology, the mastery of phonological data found in dictionaries and the possible recourse to strategies in order to compensate for what has not been heard properly. These issues were addressed in an on-line program designed for non-beginners of English at university.This paper deals with the assessment of the progress made by users of the program in a formal learning situation. Two groups of learners were considered: students whose major is English, and students for whom the study of English is optional. Two series of tests were implemented, before and after the use of the program. The tests focused on the ability of learners to read IPA transcription, to count syllables in oral English, and to pronounce auxiliaries and prepositions in different contexts.The results to be discussed establish that the two groups of learners significantly improved their knowledge of oral English. Of particular interest is the fact that, even if the two groups had significantly different knowledge of oral English before using the program, with non-specialists of English having poorer knowledge, the two groups obtain similar results on the post-test, showing greater progress on the part of the non-specialists. All learners appear to improve dramatically their knowledge of IPA and their ability to use it.The progress measured by the tests was corroborated by other modes of assessment: a survey on the students’ judgment as regards the usefulness of the program, and individual interviews focusing on what the students recall from the content of the program. In the latter, the students used relevant meta-linguistic and meta-cognitive expressions, showing their ability for further progress in developing listening abilities in English as a Second Language (ESL).

scholarly journals Prácticas profesionales en tiempos de pandemia Covid-19: Desafíos para la formación inicial en profesorado de Educación Física (Professional practices in times of Covid-19 pandemic: Challenges for Physical Education initial teaching training)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 162-171
Author(s):  
Alejandro Almonacid-Fierro ◽  
Rodrigo Vargas Vitoria ◽  
Jessica Mondaca Urrutia ◽  
Sergio Sepúlveda-Vallejos
Keyword(s):  
Social Networks ◽  
Physical Education ◽  
Negative Impact ◽  
Physical Education Teachers ◽  
Redes Sociales ◽  
First Semester ◽  
Individual Interviews ◽  
Regional Universities ◽  
Self Learning ◽  
Depth Interviews

  El presente artículo tiene como objetivo comprender el significado del periodo formativo práctica profesional, que vivenciaron estudiantes de la carrera de pedagogía en Educación Física de dos universidades regionales ubicadas en la región del Maule, Chile, durante la pandemia Covid-19 en el primer semestre del año 2020. Desde el punto de vista metodológico, el estudio se instala en la perspectiva interpretativa-cualitativa, de tal manera que se realizaron tres grupos focales y seis entrevistas en profundidad a un total de 34 estudiantes en proceso de práctica profesional. Las entrevistas grupales e individuales se realizaron vía Zoom producto de las restricciones de la autoridad sanitaria. Los resultados dan cuenta de un escaso contacto con los estudiantes de los establecimientos educacionales, utilización de redes sociales como estrategias de enseñanza, y un impacto negativo en los niveles motivacionales producto de la enseñanza virtual, cuestiones que emergen a partir de los procesos reflexivos y de autoaprendizaje de los estudiantes en formación. Estas reflexiones, se sugiere sean consideradas en los procesos de formación inicial, en consideración a la relevancia de la práctica profesional en la construcción del ethos docente, por parte de futuros profesores de Educación Física. Abstract. This article aims at understanding the meaning of the professional curricular internship period experienced by physical education trainees of two regional universities located in the Maule Region, Chile, during the Covid-19 pandemic in the first semester 2020. From the methodological standpoint, the study takes an interpretive-qualitative stance, hence three focus groups were organized and six in-depth interviews were conducted totalling 34 students in the process of professional curricular internship. The group and individual interviews were carried out via Zoom due to the health authority restrictions. The results show scarce contact with the students in the educational establishments, scarce use of social networks as teaching strategies, and a negative impact on motivational levels resulting from virtual teaching. The aforementioned issues emerge from the reflective processes and self-learning of the trainees. This study suggests pondering these reflections in the initial teaching training processes taking into account the relevance of the professional curricular internship in the construction of the teaching ethos of future Physical Education teachers.

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment

scholarly journals Investigating Relationships Between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates

2021 ◽  
Author(s):  
Jill M Aldridge ◽  
Kate Rowntree
Keyword(s):  
Learning Environment ◽  
United Arab Emirates ◽  
Structural Equation ◽  
Science Classroom ◽  
Self Regulation ◽  
Female Students ◽  
Abu Dhabi ◽  
Government Schools ◽  
Psychosocial Learning Environment ◽  
And Gender

AbstractThe global lack of student motivation towards learning science and gender imbalance in STEM careers provided the impetus for this study, which had two key aims: (1) to examine the influence of female students’ perceptions of the psychosocial learning environment on their motivation towards and self-regulation in science learning,; and (2) to investigate the influence of their reported motivation on their self-regulation of effort. Data were collected from 338 female students in grades 6 to 9 science classes across 16 government schools in Abu Dhabi, in the United Arab Emirates. Structural equation modelling was used to explore the hypothesised relationships, which indicated that there were statistically significant relationships between learning environment perceptions, motivation and self-regulation. The results provide exigent information to both teachers, policy-makers and researchers with regard to the influences of the psychosocial learning environment on female students’ motivation towards science, as well as the influence of motivation towards science on their self-regulatory behaviour within science classroom settings.

Leadership and school self-evaluation in Irish-medium immersion: A roadmap for success

2021 ◽  
pp. 174114322110152
Author(s):  
TJ Ó Ceallaigh ◽  
Aoife Ní Shéaghdha
Keyword(s):  
Quality Indicators ◽  
Cognitive Skills ◽  
Best Practice ◽  
Research Question ◽  
Evaluation Process ◽  
Successful Implementation ◽  
Language And Literacy ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Individual Interviews

While research on Irish-medium immersion education (IME) has heralded benefits such as cognitive skills, academic achievement and language and literacy development, many studies have also identified challenges to its successful implementation. Immersion-specific research-validated tools can help school leaders navigate the school self-evaluation journey, critically review and evaluate the quality of aspects of their school’s provision and plan for improvement. This paper reports on one theme, leadership, from a larger study, Quality indicators of best practice in Irish-medium immersion (Ó Ceallaigh and Ní Shéaghdha, 2017). Qualitative in nature, the study was guided by the following research question: What are IME educators’ perceptions of best practices in IME?. The study explored 120 IME educators’ perceptions of best practice in IME to inform the development of IME quality indicators. Individual interviews and focus group interviews were utilised to collect data. Data analysis revealed particular themes related to best IME leadership practices. Findings in turn informed the design of an evidence-informed school self-evaluation tool for IME settings. The various functions of the tool will be explored with a particular emphasis on building teaching and leadership capacity in IME through the school self-evaluation process.

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