11. Learner Autonomy and Course Management Software

Weasenforth, Donald; Meloni, Christine; Lucas, Sigrun Biesenbach

doi:10.21832/9781853597770-013

Cited by 7 publications

(9 citation statements)

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“…This would remove the burden of imposing a topic on the other group members, who may not be interested in a topic chosen by their classmate and also make the discussion less "unfocused" and "more structure[d]". Thus, even though it had been assumed that allowing students to select appropriate course-related discussion topics on their own would be perceived as a benefit to the assignment in allowing students to take on more responsibility for their own learning and increase motivation [32], the students in the two courses would have preferred more topic guidance, an observation also made by Beaudin [59]. Perhaps the newness of electronic postings to many students, as well as some students' comparison of the format in the present study to a teacher-initiated discussion format in the previous semester when BlackBoard was introduced at the university, may explain the students' preferences (see Table 6) [cf.…”

Section: Students' Perceptions Of Parameters Of Discussion Board Pmentioning

confidence: 99%

“…Similarly, "asynchronicity changes the dynamics of relationships" [29] as participants have more time to reflect on and produce their contributions. Benefits of asynchronous discussions also include opportunities to think about course content and to address a diverse set of topics in more depth than can be done in class or in a synchronous environment, thus allowing students to conceptualize a topic from multiple viewpoints and to contribute to each other's understanding [16,28,30,31,32]. Learners actively construct their own learning by engaging themselves and others in reflective explorations of ideas, drawing conclusions based on their explorations and synthesizing those conclusions with previous knowledge in what is most often a non-linear process [32].…”

Section: Review Of Literaturementioning

confidence: 99%

“…Benefits of asynchronous discussions also include opportunities to think about course content and to address a diverse set of topics in more depth than can be done in class or in a synchronous environment, thus allowing students to conceptualize a topic from multiple viewpoints and to contribute to each other's understanding [16,28,30,31,32]. Learners actively construct their own learning by engaging themselves and others in reflective explorations of ideas, drawing conclusions based on their explorations and synthesizing those conclusions with previous knowledge in what is most often a non-linear process [32]. In this process of learning, students are engaged in more inductive, problem solving activities as opposed to deductive, analytic teacher-based exercises and lectures [33], and instructors may prompt students' engagement by providing open-ended questions and problems that require discussion and collaborative work to answer/solve [34].…”

Section: Review Of Literaturementioning

confidence: 99%

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Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students

Biesenbach-Lucas¹

2019

OLJ

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This paper discusses students’ perceptions of an asynchronous electronic discussion assignment implemented shortly after the technology had been introduced to the university. In addition to the weekly face-to-face class meetings, students in two graduate level teacher training courses were assigned to small groups for an entire semester and made weekly contributions to their group’s course web discussion forum in which they discussed course content. Students were to make explicit references to course readings and postings by their group members. The instructor evaluated students' postings on a weekly basis. At the end of the course, students completed a survey assessing their satisfaction and asking for their suggestions for modification of the particular assignment type and format. For all students, the extension of course-related discussions outside the regular face-to-face class meetings offered benefits in the form of greater social interaction with other class members; for the non-native speakers among the students, the asynchronous discussions facilitated assimilation of course content, but it was not perceived as providing additional language practice. For all students, the two main issues perceived as negative related to their perceptions of forced, unnatural interaction promoted by the asynchronous discussions and lack of topic prompts, the requirement to make connections to prior postings, and the frequency of required contributions to discussions. Possible reasons for students’ perceptions are explored and suggestions for further research are provided.

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Section: Students' Perceptions Of Parameters Of Discussion Board Pmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students

Biesenbach-Lucas¹

2019

OLJ

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“…Hampel & Stickler 2005;Murphy 2005a), David Little (e.g. Harris 2003;Weasenforth, Meloni & Biesenbach-Lucas 2005) and Mark Warschauer (e.g. Fox 1998;Tudini 2005).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Distance learning of foreign languages

White¹

2006

Lang. Teach.

116

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This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of 'low-end' technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching. Important themes explored in the literature include traditional and emerging paradigms for distance language learning, the development of hybrid learning opportunities, course development and evaluation, teaching roles, learner support, the advent of computer-mediated communication (CMC) and new learning spaces, technology choice in particular sociocultural contexts, and learner contributions to the process of distance language learning, all of which are reviewed here. Throughout the article emphasis is placed on the complexity of distance language learning and teaching given the presence and interplay of human, institutional and sociocultural influences; emphasis is also given to the value of adopting a learner-centred focus in exploring the actual experience and potential of the distance learning of foreign languages.

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“…Diversification and expansion of opportunities and environments for language learning is also evident in study abroad, both real (Coleman 2005) and virtual (Culhane 2006), cyber schools (Smith & Salam 2000), mixed-mode learning environments (Dreyer, Bangeni & Nel 2005), and a host of Web-based opportunities. A significant part of this diversification concerns collaborative virtual learning environments which have evolved in the form of native speaker chatlines (Tudini 2005), discussion lists (Weasenforth, Meloni & Biesenbach-Lucas 2005), tandem e-mail exchanges (Kötter 2003), telecollaborative projects (Ware & Kramsch 2005;Belz & Thorne 2006) (Ding 2005). The expanded contexts and transformed language practices associated with online environments, and with collaborative learning opportunities in particular, present new challenges and tensions to both learners and teachers.…”

mentioning

confidence: 99%

Focus on the language learner in an era of globalization: Tensions, positions and practices in technology-mediated language teaching

White

2007

Lang. Teach.

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Globalization as the intensification of worldwide social relations (Giddens 1990) continues to exert an influence on language, language use, and learning and teaching around the world. In this paper I examine the nature and influence of globalization on online language teaching through the lens of learner-centred principles, and the tensions between different positions and practices adopted by participants within virtual learning environments. I conclude by arguing that a focus on technology or innovation within global learning environments needs to be balanced by a focus on the learner in order to engage with and respond to emerging issues, challenges and practices, and to extend our understanding of language learning and teaching in the twenty-first century.

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11. Learner Autonomy and Course Management Software

Cited by 7 publications

References 0 publications

Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students

Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students

Distance learning of foreign languages

Focus on the language learner in an era of globalization: Tensions, positions and practices in technology-mediated language teaching

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