scholarly journals Mirror, Mirror on the Wall, Who is the Most Autonomous of Them All?

2021 ◽  
pp. 281-294
Author(s):  
Ebru Sınar Okutucu
Keyword(s):  
Learner Autonomy ◽  
Study Habits ◽  
Analysis Method ◽  
Effective Strategies ◽  
Classroom Activities ◽  
Study Materials ◽  
Source Selection ◽  
Selection Strategies ◽  
Classroom Inquiry ◽  
Mirror Mirror

Learner Autonomy is a key element in the field of education, and the number of academic studies in the field has considerably increased recently. Educators have also attached importance to classroom implementations to raise their learners’ autonomy over time. In this classroom action research study at a university in Turkey, I aimed to present the findings to this question: What is my learners’ level of awareness regarding their own learning and study habits? This article will present the results of this classroom inquiry based on a portfolio task that asked learners to prepare an oral report about their study habits. Data were collected through student notes, my notes on the whiteboard, and observations throughout the task. The thematic analysis method was used to analyze patterns in the data. The results suggest that learners are good at accessing study materials according to their identified needs. Although they have some effective strategies for how to learn, these strategies are outnumbered by source selection strategies in the students’ suggestions list. This article may be useful to those who are interested in promoting learner autonomy through classroom activities.

Blended Course Design

2015 ◽  
pp. 488-512
Author(s):  
Patricia McGee
Keyword(s):  
Course Design ◽  
Delivery Mode ◽  
Pedagogical Strategies ◽  
Effective Strategies ◽  
Classroom Activities ◽  
Interpretive Analysis ◽  
Blended Courses ◽  
Education Coursework ◽  
Hybrid Course Design ◽  
Blended Course

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

scholarly journals Factors that Affect Classroom Management in English Classes with Reference to Gore High School, South West Ethiopia

2020 ◽  
Vol 7 (11) ◽  
pp. 223
Author(s):  
Wakgari Deressa Agemso
Keyword(s):  
High School ◽  
Classroom Management ◽  
Data Gathering ◽  
English Teachers ◽  
Analysis Method ◽  
School Grade ◽  
Classroom Activities ◽  
English Classes ◽  
Quantitative Data Analysis ◽  
South West Ethiopia

This study focused on identifying factors that affect classroom management in English classes and tried to give suggestions for the identified problems. The data were collected from Gore High School grade nine students, and English teachers who teach grade nine. The sample consisted of 213 students, and four English teachers. Then the data were collected and interpreted using qualitative and quantitative data analysis method. Especially, observation, questionnaires/open-ended and close-ended/ and interview were used as data gathering tools. Lastly, based on the result, conclusion and recommendations were made. Some of the findings were identified as negatively impacting on classroom management activities were large number of students in the classroom, poor ability of the teachers in managing classroom activities and school management that did not take satisfactory measures on misbehaved students counted as some factors that affect classroom management. To minimize these problems the researcher recommended that the school should request the society and different organizations to build additional classrooms; taking satisfactory measures on students who always misbehave in the classroom.

scholarly journals The Pedagogy of Learner Autonomy: Lessons from the Classroom

2017 ◽  
pp. 102-115 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Language Learning ◽  
Learner Autonomy ◽  
Learning Opportunities ◽  
Learner Engagement ◽  
Written Narratives ◽  
Japanese University ◽  
Classroom Activities ◽  
Learning Contexts ◽  
The Relationship

Learner autonomy in language learning has been the focus of enthusiastic investigation for the last 25 years. Research has focused on three key areas: the nature of autonomy, efforts to foster learner autonomy and the relationship between learner autonomy and effective language learning (Benson, 2011). This article focuses on the second area – the pedagogy of learner autonomy – and reports on insights gained from a career spent exploring learners’ efforts to learn a language. The paper is organized around a pedagogical model (Cotterall & Murray, 2009; Murray, 2013) which aims to enhance learner engagement and autonomy. The model consists of five affordances – engagement, exploration, personalization, reflection and support – which emerged from analysing the interviews and written narratives of Japanese university students engaged in independent language learning. The paper first discusses each of the five affordances and the way they contribute to the quality of language learning opportunities (Crabbe, 2003) in a given environment. Next, the affordances are illustrated in relation to five different learning contexts in an attempt to highlight the diverse ways in which learner autonomy can be promoted. Rather than prescribe particular classroom activities, the model identifies principles which can guide pedagogical decision-making. The paper concludes by considering the model’s potential as a set of guidelines for teachers who wish to promote learner autonomy.

scholarly journals EFL Teachers’ Perspectives on Learner Autonomy

2019 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Irza Yuzulia ◽  
Fazri Nur Yusuf
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Learner Autonomy ◽  
Learning Objectives ◽  
The Internet ◽  
Strong Belief ◽  
Classroom Activities ◽  
Learning Practices ◽  
Masters Degree

Teachers have a central role in fostering learner autonomy and their views regarding LA are essential. They should maintain the learning environment and activities to support LA. This research aimed to find out teachers’ attitudes towards their roles and learning practices to support LA. A questionnaire was administered to 19 teachers who are studying for a Masters degree at UPI. It is found that teachers rated their responsibilities in choosing classroom activities and evaluating students’ progress at the highest point. However, they viewed students’ decision making abilities in choosing learning objectives and evaluating their learning at the lowest score. Furthermore, the activities which teachers often recommended to are listen to English songs, read books and use the internet. It can be concluded that teachers have a strong belief towards their roles in LA. Even though they are already conscious about the importance of LA, it should be implemented into practice.

scholarly journals Psychosocial challenges and concerns of COVID-19: A qualitative study in Iran

2020 ◽  
pp. 136345932097675
Author(s):  
Fardin Alipour ◽  
Maliheh Arshi ◽  
Shokoufeh Ahmadi ◽  
Richard LeBeau ◽  
Asiyeh Shaabani ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Analysis Method ◽  
Structured Interviews ◽  
Economic Problems ◽  
Effective Strategies ◽  
Content Analysis Method ◽  
Data Saturation ◽  
Biological Aspects ◽  
Psychosocial Challenges ◽  
Timely Dissemination

As the world struggles to cope with the COVID-19 pandemic, it is critical that the psychosocial aspects related to health are attended to in addition to biological aspects. To this end, the present study aimed to explore the challenges and concerns facing people affected by COVID-19. This qualitative study was conducted using the content analysis method. A total of 25 people affected by COVID-19 were selected purposefully and administered semi-structured interviews. The sampling continued until data saturation. Coding and analysis of data were performed simultaneously using the Granheim method. After reviewing codes, checking the consistency and comparing categories, 5 categories, and 15 subcategories were explored. The most important psychosocial challenges of COVID-19 included the lack of accurate and timely dissemination of information, the intensification of economic problems, psychological instability, weakness in social prevention, and the suspension of social rituals. Identifying the psychosocial challenges and problems of people who faced by pandemic diseases such as COVID-19, and developing appropriate and timely planning for managing them can lead to designing effective strategies for prevention, treatment, and recovery of affected communities.

scholarly journals The effect of a learner autonomy training on the study habits of the first-year ELT students

2015 ◽  
Vol 10 (4) ◽  
pp. 378-387 ◽  
Author(s):  
MERC Ali
Keyword(s):  
Learner Autonomy ◽  
Study Habits ◽  
First Year

Targets’ coping with workplace bullying: a qualitative study

2015 ◽  
Vol 10 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Isil Karatuna
Keyword(s):  
Coping Strategies ◽  
Design Methodology ◽  
Workplace Bullying ◽  
Personal Health ◽  
Analysis Method ◽  
Health Seeking ◽  
Content Type ◽  
Effective Strategies ◽  
Content Analysis Method ◽  
Problem Solving Strategies

Purpose – The purpose of this paper is to explore targets’ coping strategies in dealing with workplace bullying and to determine the possible contributing effects of these strategies to the escalation or de-escalation of bullying process. Design/methodology/approach – Based on a qualitative design, 20 self-reported targets were interviewed in-depth and data were analysed using the content analysis method. Findings – Five main themes were identified in the targets’ coping with workplace bullying: first, underestimation of the problem – avoidance; second, losing patience – confrontation; third, perceiving threats to personal health – seeking support; fourth, despair – destructive coping; and fifth, giving up – exit. The use of coping strategies both influenced the course of workplace bullying and were affected by the escalating nature of the bullying process itself. The most effective strategies included problem-solving strategies like coping collectively with colleagues, seeking support of managerial staff and filing complaints to management. Originality/value – The present study contributed to the workplace bullying research by describing workplace bullying as a process in which targets’ coping strategies and their consequences were evaluated and by providing data in a new national context (Turkey).

scholarly journals ANALYZING LEARNERS’ IDENTITY AND DIFFERENCE THROUGH ENGLISH MEETING CLUB

2020 ◽  
Vol 6 (2) ◽  
pp. 219
Author(s):  
Suharti Sirajuddin ◽  
Muhammad Yahrif
Keyword(s):  
Learning Strategies ◽  
Influence Factors ◽  
Learner Autonomy ◽  
English Learning ◽  
Learner Identity ◽  
Effective Strategies ◽  
Field Note ◽  
Club Meeting ◽  
Identity And Difference ◽  
Linguistic Influences

 The article aims at finding out students’ learner identity and difference through English Club Meeting at Megarezky Universitas. This research investigated twenty members of English Club Meeting of Megarezky University (E-Comers) who come regularly and five respondents for interview. The method of this research is used observation, field note, and interview. The data collecting were analyzed by presented, analyzed, discussed and interpreted. The result of this research categorized four factors in order to understand learner identity, motivation, learning strategies, learner autonomy, and cross linguistic influence. In motivation, students are motivated due to the value of group community, students’ personal goal, and senior members’ role. While in learning strategies; coping and communication strategies are appeared on this research. Talking about learner autonomy, it is revealed that students’ control is the most effective strategies. So, it can be concluded that cross-linguistic influences students in English learning process. In conclusion, these four factors help teachers to understand students’ identity and difference. Every student has different motivation, learning strategies, students’ autonomy and cross-linguistic influence factors which English Meeting Club tends to accommodate students’ identity in one group activity.

Blended Course Design

2014 ◽  
Vol 6 (1) ◽  
pp. 33-55 ◽  
Author(s):  
Patricia McGee
Keyword(s):  
Course Design ◽  
Delivery Mode ◽  
Pedagogical Strategies ◽  
Effective Strategies ◽  
Classroom Activities ◽  
Interpretive Analysis ◽  
Blended Courses ◽  
Education Coursework ◽  
Hybrid Course Design ◽  
Blended Course

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

Source-selection strategies for shortage periods

Natural Gas ◽  
2008 ◽  
Vol 6 (12) ◽  
pp. 1-5
Author(s):  
Kenneth E. Randolph
Keyword(s):  
Source Selection ◽  
Selection Strategies
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