Educator-Student Partnership

Abstract

The incorporation of web-based instruction within the educator-student partnership in the English language classroom today has taken on a pivotal role in complementing if not supplementing the traditional face-to-face teaching mode. In this study, the researchers set out to find out how pre-university students from various majors in Taylor's University, perceive Moodle as an online English Language learning environment that is able to capture some of the facets of learner autonomy amidst face-to-face interaction with the educator. It evaluates whether these students recognize the effectiveness of Moodle as a tool that develops autonomous learning in the process of engaging with various online language activities prepared by the educator. An online survey was administered to capture their attitude and personal feedback on learning language through various Moodle features utilized throughout the semester. Findings of the research indicated that the students acknowledge Moodle as a language learning platform that enables autonomous learning to be practiced in a supportive environment.

Moodle in an Open Distance e-Learning University: Is It a Building or Stumbling Block to Student Interaction and Autonomy?

“…However, those with a high motivation level had a high autonomy level in using Moodle for building their English language skills. According to Tharumaraj, Rajandram and Singaram (2021), the interaction between lecturers and students is easier on Moodle as it advocates for knowledge development, skill exchange, learning independence, and collaboration. Interaction on Moodle aims to build an autonomous student, "who seeks knowledge, is constantly being researched, more so since [lecturer] -student [interaction] is continuously evolving with time" (Sevnarayan 2023b;Tharumaraj, Rajandram and Singaram 2021, 58).…”

“…Students' responses further indicated that Moodle allows them the freedom to work independently. Seemingly, lecturers encourage student autonomy on the ENG321 Moodle site(Sevnarayan 2023b;Tharumaraj, Rajandram and Singaram 2021). An increase in dialogue from lecturers and a good design and structured Moodle site does narrow the TD gap(Moore 1993) between lecturers and students.…”