Are you ready? Self-determined learning readiness of language MOOC learners

Agonács, Nikoletta; Matos, João Filipe; Bartalesi-Graf, Daniela; O’Steen, David N.

doi:10.1007/s10639-019-10017-1

Cited by 44 publications

(34 citation statements)

References 35 publications

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“…Although the classroom activities could cover students' differences and they were given the freedom to review the lesson, it was hard to build a strong interaction with students with a low level of proficiency. This is in line with the research from Hafner and Miller (2011), Lenkaitis (2019), Agonacs and Matos (2020) which revealed that although online learning could create an autonomous learning environment, it might also create disengagement. The students who aren't given a chance to negotiate the materials, especially if they have low level of proficiency may disengage themselves from the lesson.…”

Section: Common Learner Autonomy Based Teaching and Learning Practices Conducted By Teachers In Online Learning Contextsupporting

confidence: 89%

Analysis of Teachers’ Voices of Learner Autonomy in EFL Online Learning Context

Ningsih¹,

Yusuf²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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Autonomy of English language learners in a technology-supported learning environment has attracted much academic interest. However, learner autonomy in the Indonesian EFL setting has not commonly been considered as an important teaching and learning objective. Additionally, studies on teachers' voices of the emerging context of online learning platform over learner autonomy have not been well established. Therefore, the present study attempts to complement this line of research via a qualitative investigation of two EFL teachers. Interviews and classroom observation were used to collect the data about English teachers' voices regarding learner autonomy and learner autonomy-based practices. The finding suggests that the teachers perceived learner autonomy as the ability to learn independently and online learning helped them to promote learner autonomy. Teachers believe that learners should be able to make decisions about how they would like to learn, the activity they did, and what is involved in making decisions. With regard to learner autonomy-based teaching and learning practices, it was found that although the teachers desired to implement learner autonomy in their classroom context, and they used different strategies to promote learner autonomy. However, several factors such as learners' lack of autonomous learning experience, limited interaction, and insufficient proficiency in English became the constraints of developing learner autonomy in online learning classes. In this respect, it is important to provide learners with training to be autonomous and have a strong commitment to success in inculcating learner autonomy in an online classroom setting.

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Section: Common Learner Autonomy Based Teaching and Learning Practices Conducted By Teachers In Online Learning Contextsupporting

confidence: 89%

Analysis of Teachers’ Voices of Learner Autonomy in EFL Online Learning Context

Ningsih¹,

Yusuf²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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“…Mastery of these skills enable online learners to make efficient use of their time and resources available online. Agonács et al [66] proved that learners with higher self-directed learning readiness tend to have higher insight, self-efficacy and information navigation skills. Lian et al [56] suggested that students should develop both self-directed and collaborative learning skills in order to achieve meaningful learning in a technology-mediated authentic language learning environment both in or beyond the pandemic.…”

Section: Level Of Readiness and Challenges Encounteredmentioning

confidence: 99%

Online college English education in Wuhan against the COVID-19 pandemic: Student and teacher readiness, challenges and implications

2021

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Online education, including college English education, has been developing rapidly in the recent decade in China. Such aspects as e-readiness, benefits and challenges of online education were well-researched under normal situations, but fully online language teaching on a large-scale in emergencies may tell a different story. A survey of 2310 non-English-major college students and 149 English teachers from three types of twelve higher education institutions in Wuhan was conducted to evaluate their readiness for online English education during the COVID-19 pandemic, to figure out challenges encountered by them and to draw implications for future online college English education. Quantitative statistics gathered using two readiness scales adapted from previous studies showed that both cohorts were slightly below the ready level for the unexpected online transition of college English education. The overall level of readiness for students was 3.68 out of a score of 5, and that for teachers was 3.70. Individual differences were explored and reported. An analysis of qualitative results summarized six categories of challenges encountered by the students, i.e. technical challenges, challenges concerning learning process, learning environment, self-control, efficiency and effectiveness, and health concern. Though the students reported the highest level of readiness in technology access, they were most troubled by technical problems during online study. For teachers, among three types of challenges, they were most frustrated by pedagogical ones, especially students’ disengagement in online class. The survey brought insights for online college English education development. Institutions should take the initiative and continue promoting the development of online college English education, because a majority of the respondents reported their willingness and intention to continue learning/teaching English in online or blended courses in the post-pandemic period. They are supposed to remove technical barriers for teachers and students, and assess the readiness levels of both cohorts before launching English courses online. Institutions should also arrange proper training for instructors involved, especially about pedagogical issues. Language teachers are suggested to pay special attention to students’ engagement and communication in online courses.

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“…Adult learning theory provides a framework of aspects and considerations of learning process but remains open and to accommodate a variety of different learning philosophies and theories, ranging from the behavioural over the cognitive to the constructivist, organisational and social (Kleinke & Lin, 2020). Self‐determined learning (heutagogy): The theory of self‐determined learning is described as an extension to andragogy (Agonács et al., 2020). Therefore, self‐determined learning incorporates andragogy principles, but it essentially differs from it.…”

Section: Resultsmentioning

confidence: 99%

Adult learning in online communities of practice: A systematic review

Abedini

Abedin

Zowghi

2021

Brit J Educational Tech

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Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinderers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty‐seven studies were included in this review. Findings revealed that members of OCOPs are independent, experience‐centred, problem‐centred, self‐motivated, goal‐oriented, and lifelong learners with the purpose to achieve professional outcomes. Moreover, the results revealed how the engagement of adults in OCOPs could lead to improving learning processes. Findings also showed that the level of engagement is influenced by aging, fatigue caused by a busy life, resistance process due to learning new technologies, lack of personal evolution, interactive learning settings, motivation, self‐regulation and competition factors. This study revealed facilitators and hinderers of engagement in OCOPs. The study extended andragogy to digital environments and contributes to the theory by making sense of characteristic of adult learning in OCOPs. Practitioner notesWhat is already known about this topic The importance of lifelong learning for adults in the digital era has been stressed by past studies. Digital technologies have offered new opportunities for professional adults to continuously develop their skills and knowledge. Online communities of practice can facilitate self‐directed and individual‐centred learning. What this paper adds Enhances our understanding of online adult learners as lifelong learners taking advantage of OCOPs for professional and personal development. Provides a systematic literature review (SLR) of recent studies on online adult learners' characteristics. Presents facilitators and hinderers of adults' engagement in OCOPs. Makes recommendations on future research and practice into lifelong learning in the digital era. Implications for practice and/or policy There is a need to reframe the way lifelong learning via OCOPs is defined, to account for adults' needs more effectively, where individuals are better engaged to share their experiences that are valuable to them and connects them with their peers to build sustainable online communities.

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Are you ready? Self-determined learning readiness of language MOOC learners

Cited by 44 publications

References 35 publications

Analysis of Teachers’ Voices of Learner Autonomy in EFL Online Learning Context

Analysis of Teachers’ Voices of Learner Autonomy in EFL Online Learning Context

Online college English education in Wuhan against the COVID-19 pandemic: Student and teacher readiness, challenges and implications

Adult learning in online communities of practice: A systematic review

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