Harnessing the Potential of Technology to Support Self-Directed Language Learning in Online Learning Settings––Online Symposium Review

Relay Journal ◽  
2021 ◽  
pp. 46-50
Author(s):  
Hatice Celebi
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
International Studies ◽  
Royal Institute ◽  
Self Directed Learning ◽  
Research And Practice ◽  
Use Of Technology ◽  
Directed Learning ◽  
Symposium Review ◽  
Institute Of Technology

Kungliga Tekniska Högskolan Royal Institute of Technology (Stockholm, Sweden) and the Research Institute for Learner Autonomy Education at Kanda University of International Studies (Chiba, Japan) held a joint online symposium on October 15, 2020. It was an open event for those interested in the design and use of technology and self-directed, autonomous language learning in online settings. Examining 15 of the event’s internationally focused presentations, this article aims to provide an overview of the symposium by summarizing the main themes in research and practice relating to technology and self-directed learning. The article will conclude with a commentary on the takeaways and issues for further reflection.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

scholarly journals A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning

2013 ◽  
pp. 142-153 ◽  
Keyword(s):  
Language Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Design Project ◽  
Directed Learning

Welcome to this new SiSAL column, which will examine a long-term project conducted at one institution in depth over several issues. The focus of this column will be the curriculum design project currently being undertaken at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan. In my role as Academic Coordinator of the SALC from 2011-2013, I was in charge of leading this project in its initial stages, before I moved institution. As editor, it is from this perspective, as someone familiar but no longer directly involved in the project, that I hope to collate and introduce a number of columns from the learning advisors and teachers who are conducting the research and designing the new self-directed learning curriculum. In this first installment, a revision of an earlier article which first appeared in the IATEFL Learner Autonomy SIG newsletter, Independence, (Thornton, 2012) I present the background to the project, the framework used to guide it and the results of the first stage, the environment analysis.

scholarly journals Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

2011 ◽  
pp. 51-67 ◽  
Author(s):  
Brian R. Morrison
Keyword(s):  
Language Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
International Studies ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Self Evaluation ◽  
Exam Preparation ◽  
Individual Learning Plan ◽  
Directed Learning

Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs) at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

scholarly journals Teacher and student roles in multimedia language learning

2020 ◽  
Vol 20 ◽  
pp. 67-85
Author(s):  
Thomas W. Ihde
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Computer Applications ◽  
The Body ◽  
Self Directed Learning ◽  
Irish Language ◽  
Use Of Technology ◽  
Language Classes ◽  
Traditional Language ◽  
Directed Learning

This article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some computer applications and those using such technology exclusively without the guidance of a teacher. Forty-nine questionnaires completed by Irish language learners provided data which led to the findings reported in this article. Data was collected through correspondence with participants, open-ended responses to questionnaire items, and Likert-scale responses. Individuals subscribing to GAEILGE-B, an asynchronous discussion group on the Internet, participated in the project. In terms of self access and technology, participants did not seem as highly motivated about the existing technological tools as one might expect. Either they lacked the training to access the materials or the body of materials was limited as a result of the language being less commonly used. As regards self direction, the data indicates that the quantity and quality of self direction preferred by the participants varied. It appears that this variation is related to their previous Irish language learning experiences

scholarly journals Online Learning: Notes for Achieving Effective Learning Outcomes

2021 ◽  
Author(s):  
Abdul Syukur Ghazali
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Outcomes ◽  
Support Systems ◽  
Self Directed Learning ◽  
Effective Learning ◽  
Online Language Learning ◽  
E Learning ◽  
Directed Learning

For successful online learning or e-learning, learners are required to be independent learners. According to Lucy M. and Paul J. Guglielmino (Getting the Most from Online Learning, 2004: 25–27), learners need to ask the following questions: (1) Why should a learner understand why they are learning through e-learning? (2) What do e-learners need to know about self-directed learning? (3) How can e-learners develop their readiness for self-directed learning? (4) What support systems should the learners develop or need? Keywords: Effective Learning Outcomes, Online Learning, Online language 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.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals SELF-DIRECTED LEARNING IN EFL DURING COVID-19 PANDEMIC: AN ANALYSIS OF TEACHER’S PERCEPTIONS AND STUDENTS’ LEARNING AUTONOMY

2021 ◽  
Vol 5 (2) ◽  
pp. 93
Author(s):  
Gede Setia Wahyudi ◽  
Luh Putu Artini ◽  
Ni Nyoman Padmadewi
Keyword(s):  
Online Learning ◽  
Qualitative Data ◽  
Teacher Perception ◽  
Self Directed Learning ◽  
Tenth Grade ◽  
High Knowledge ◽  
Directed Learning ◽  
The Subject ◽  
Perception Of Self ◽  
Teacher's Perception

The focus of this research was to analyze the teacher's perception of self-directed learning, to observe activities assigned by the teacher in implementing self-directed learning, and to identify self-directed learning components from the activities assigned by the teacher. The embedded mixed-method was used as a design in which the more dominant was qualitative data rather than quantitative data. SMA Negeri 4 Singaraja was chosen as the research setting and one English teacher who teaches in the tenth-grade at this school was chosen as the subject in this study. The researcher, self-rated questionnaire, observation table, and identification table were used as instruments in this research. The self-rated questionnaire showed that the teacher-rated himself to have high knowledge of self-directed learning but in fact, the observation shows that the teacher was not able to implement well that knowledge into online learning. The data showed the mismatch between teacher perception and activities of self-directed learning assigned to students in online learning. 

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

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