scholarly journals Peer Collaboration and Learner Autonomy in Online Interaction Spaces

Relay Journal ◽  
2019 ◽  
pp. 450-458
Author(s):  
Ward Peeters ◽  
Jo Mynard
Keyword(s):  
Foreign Language ◽  
Digital Literacy ◽  
State Of The Art ◽  
Literacy Skills ◽  
Peer Collaboration ◽  
Ministry Of Education ◽  
Self Directed Learning ◽  
Communicative Functions ◽  
Directed Learning ◽  
Online Setting

This paper summarizes the initial phases of a study which investigates how learners of a foreign language interact with one another in an online space as part of their self-directed learning course, how they make use of their peers, and what communicative functions they use. The authors provide a state of the art, a description of the project and its objectives, and comment on how the project supports the goal of the Japanese Ministry of Education to improve students digital literacy skills, while also benefitting from increased interaction with their peers in an online setting.

scholarly journals Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills

2021 ◽  
Vol 11 (5) ◽  
pp. 122
Author(s):  
Pinanta Chatwattana
Keyword(s):  
Learning Styles ◽  
Digital Literacy ◽  
New Technologies ◽  
Online Courses ◽  
Learning Experiences ◽  
Literacy Skills ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Directed Learning

The massive open online courses model with self-directed learning was developed by the researcher as a tool to promote learning out-side the classroom for the learners in digital age. The concept is based on the combination of new technologies and teaching methods with an attempt to create new ideas and innovations that can promote learning for the modern learners, and meanwhile can directly respond to their learning experiences. Thereby, the instructors are responsible for organizing the environment and creating teaching materials appropriate for the learners by making use of existing technology, which can lead to learning society in digital universities. In reference to the development of this research, the researcher has applied the new principles, the new concepts, the new theories and the new teaching innovations of the Era 4.0 in order to respond to and accommodate the cur-rent situations of learning in order that they can learn by their own any-where and anytime. The objectives of these learning styles are to encourage the learners to have self-learning experiences, skills, and capability to set up learning plans and evaluate their learning by themselves, with the aid of instructional activities to promote their learning and mutual interaction through the social networks.

Independent Educational Activity of Bachelors of Linguistics as Basis of Innovative Process of Self-Training To the Foreign Language

2018 ◽  
Vol 7 (6) ◽  
pp. 47-52
Author(s):  
О. Рожкова ◽  
O. Rozhkova ◽  
И. Демидова ◽  
I. Demidova
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Academic Competence ◽  
Learner Autonomy ◽  
Educational Activity ◽  
Self Directed Learning ◽  
Student Centered ◽  
Innovative Process ◽  
Self Study ◽  
Directed Learning

The article deals with the issues related to the independent educational activity of bachelor studentsmajoring in Linguistics, namely, the pedagogical conditions for self-study(learner autonomy and autonomous/ self-directed learning), academic competence, the creation of student centered programs, accounting of the components of educational autonomy. In addition, a review of the scientific literature on the phenomenon under study is also being conducted.

Computer information systems and learner independence - a word of caution

ReCALL ◽  
1993 ◽  
Vol 5 (8) ◽  
pp. 16-20 ◽  
Author(s):  
Marie-Noëlle Guillot
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Practical Interest ◽  
Self Directed Learning ◽  
Computer Information Systems ◽  
Foreign Language Learners ◽  
Self Reliance ◽  
Directed Learning ◽  
Increasing Demand ◽  
Motivation And Learning

Both economic pressure - the need to accommodate ever greater numbers of foreign language learners, the increasing demand for distance education - and the educational desirability of self-directed learning have stimulated a great surge of research and practical interest in learner autonomy. And there is little doubt that information technology will be called upon, is already being called upon, to play a major role in the teaching profession's efforts to encourage foreign language learners towards self-reliance and to capitalize on the present appeal of computers. But what do we mean by ‘self-reliance’. What do we mean by ‘autonomy’? And what is the relationship between computer-induced motivation and learning?

Trends in Podcast Download Frequency Over Time, Podcast Use, and Digital Literacy in Foreign Language and Literature Courses

2015 ◽  
Vol 13 (2) ◽  
pp. 15-33 ◽  
Author(s):  
M'hammed Abdous ◽  
Betty Rose Facer ◽  
Cherng-Jyh Yen
Keyword(s):  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Literacy Skills ◽  
Fall Semester ◽  
Face To Face ◽  
Language And Literature ◽  
Instructional Use ◽  
Trend Data

Podcasts used as supplemental material (PSM) and podcasts integrated into the curriculum (PIC) are complementing, extending, and transforming the traditional face-to-face classroom as well as blended and online courses. This paper examines podcast download frequency among students in foreign language and literature courses over a four-year period by using both students' digital literacy skills and the instructional use of the podcasts (whether PSM or PIC) as predictors. As it analyses four years of trend data between the Fall semester of 2007 and the Fall semester of 2011, the authors; study reveals that the download frequency among the PIC group was relatively higher than that of the PSM group. What's more, it shows that students' digital literacy moderated their frequency of download. This is consistent with previous findings that suggest that instructors can offer students an advantage by using thoughtfully planned and well-designed podcasting activities, which help their students hone the skills necessary for success in the second language (L2) teaching and learning environment.

scholarly journals Evaluasi proses bimbingan skripsi mahasiswa Universitas Negeri Yogyakarta berdasar perspektif pembelajaran orang dewasa

2017 ◽  
Vol 21 (2) ◽  
pp. 228-239 ◽  
Author(s):  
Sugito Sugito ◽  
Sunaryo Soenarto ◽  
Entoh Tohani
Keyword(s):  
Adult Learning ◽  
Foreign Language ◽  
Psychological Factors ◽  
Adult Learning Theory ◽  
Self Directed Learning ◽  
Language Abilities ◽  
Strategic Role ◽  
Directed Learning ◽  
Thesis Writing ◽  
Undergraduate Thesis

Dalam menghadapi tantangan dan permasalahan abad kedua puluh satu ini, pendidikan tinggi memiliki peran yang sangat strategis. Mata kuliah Skripsi dapat berperan untuk mengembangkan kemampuan guna menghadapi tantangan dan masalah yang dihadapi. Penelitian ini bertujuan untuk mengevaluasi proses pembimbingan skripsi dari perspektif teori pembelajaran orang dewasa, hambatan dan upaya yang dilakukan mahasiswa dan dosen dalam proses penulisan skripsi mahasiswa Universitas Negeri Yogyakarta (UNY). Penelitian ini dilakukan dengan menggunakan pendekatan kuantitatif. Sebagai sampel adalah mahasiswa yang sudah menyelesaikan penulisan skripsi, dan dosen pembimbing. Keduanya diambil secara purposif. Jumlah responden adalah 190 orang mahasiswa dan 53 orang dosen. Data dikumpulkan dengan menggunakan angket. Data yang diperoleh melalui angket dianalisis secara deskriptif kuantitatif dengan teknik persentase. Hasil penelitian menunjukkan: (1) proses pembimbingan cenderung sudah menggunakan prinsip pembelajaran orang dewasa, yang lebih menekankan pada proses belajar mandiri; (2) hambatan yang dihadapi meliputi substansi dan metode penelitian, kemampuan bahasa asing, psikologis, dan kelengkapan sumber referensi; dan (3) upaya yang dilakukan untuk mengatasi hambatan meliputi peningkatan motivasi diri, berusaha sendiri dan pemberian kesempataan dosen pada mahasiswa untuk menyampaikan permasalahan yang dihadapi. EVALUATION OF UNDERGRADUATE THESIS MENTORING PROCESS IN UNIVERSITAS NEGERI YOGYAKARTA BASED ON ADULT LEARNING PERSPECTIVEAbstractIn facing the twenty-first century’s challenges and problems, higher education plays a very strategic role. Undergraduate thesis can contribute in developing the ability to address the challenges and problems. This study aims at evaluating the process of mentoring through the lens of adult learning theory by looking at the students’ and lecturers’ obstacles and efforts in the process of thesis writing among college students. This research was conducted using a quantitative approach with a purposively selected sample of 190 students who have completed their thesis writing, and 53 supervisors. The data were collected by questionnaire and analyzed descriptively in percentages. The results show that: (1) the process of mentoring tends to have used the principle of adult learning with more emphasis on self-directed learning; (2) the encountered obstacles include research substance and methods, foreign language abilities, psychological factors, and reference sources; and (3) some activities done to overcome the obstacles include improving self-motivation, self-effort, and providing opportunities for the students to consult their problems to the lecturer.

Computer assisted group project activities in a beginners’ Japanese foreign language class

2003 ◽  
Vol 17 ◽  
pp. 44-59 ◽  
Author(s):  
Sayuki Machida
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Dynamics ◽  
Computer Assisted ◽  
Self Directed Learning ◽  
Group Project ◽  
Language Class ◽  
Directed Learning ◽  
Questionnaire Surveys ◽  
Project Data

This study examined the implementation of computer assisted group project activities in a beginners’ Japanese foreign language course. Questions to be investigated were whether or not the implementation of the activities facilitated the beginners’ learning and what other factors affected their learning through the project. Data on (a) the learners’ motivation toward Japanese learning and language learning using the computer, (b) their perceptions of their achievement, and (c) their reflections on the project-based activities, were collected by questionnaire surveys and through the subjects’ journals and reports. The analysis of the participants’ feedback demonstrated that the computer assisted group project activities were overall received positively and provided some, if not all, learners with an alternative approach for learning Japanese as a foreign language. Generally the more smoothly the group work went, the more the learners appear to have achieved through the activities. Three factors appeared to be crucial for the success of the activities: (1) self-directed learning; (2) group dynamics; and, (3) computer-related skills. These outcomes are rather encouraging for the use of projectbased activities as part of the course syllabus.

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