Delving into learner autonomy in an EFL MOOC in China: a case study

Ding, Yan; Shen, Huizhong

doi:10.1080/09588221.2019.1681464

Cited by 36 publications

(34 citation statements)

References 32 publications

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“…It deals with observable behavior related to where, when, and how to learn the language (Jing & Benson, 2013). In the e-learning context, learners have shown different levels of control over their learning management (Ding & Shen, 2019: Kizilcec, Perez-Sanagustin, & Maldonado, 2017 the second dimension is control over cognitive processing. Benson (2011) emphasized on the management of attention, reflection, and metacognitive strategies.…”

Section: Learner Autonomymentioning

confidence: 99%

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: Learner Autonomymentioning

confidence: 99%

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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“…MOOCs have increased in popularity in recent years (Foley et al, 2019) with the core purpose of providing opportunities for public instruction and free access to the academic training of all instruction-seeking applicants (Yuan & Powell, 2013). MOOCs create unlimited opportunities for innovation in education that not only allow institutions to configure and implement the core values of academic education but also can shift the focus from traditional lectures to inclusive-oriented learning (Yuan & Powell, 2013), where learners are provided with a higher level of autonomy over their learning activities (Ding & Shen, 2019;Jansen et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC

Badali

Hatami

Farrokhnia

et al. 2020

Innovations in Education and Teaching International

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This study investigates the effects of a developed MOOC based on Merrill's principles of instruction on participants' learning outcomes and satisfaction. A pre-test-post-test with a control group design was used in this study. In total, 335 participants were assigned into experimental (using Merrill's principles of instruction) and control group (using the conventional method). However, 291 subjects (143 participants from the experimental and 148 participants from the control group condition) remained in the course up to the last session, and only 200 participants (100 participants per each condition) filled in the surveys. The results were in favour of participants in the experimental condition both in terms of learning and satisfaction compared to the participants in the control group condition. By implementing Merrill's principles of instruction in designing MOOCs and actively engaging participants in a problemcentred learning process, their learning outcomes and satisfaction can be further improved.

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“…Perifanou (2015) also argued that social interactions and collaborations among learners can be promoted with LMOOCs. Because of these special attributes of LMOOCs, learners using them have a varying degree of engagement in them (Ding & Shen, 2019). For example, LMOOC learners tend to disengage selectively from some topics or activities even though they are highly autonomous.…”

Section: Moocs For Language Learning (Lmoocs)mentioning

confidence: 99%

A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints

Hsu¹

2020

Preprint

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Massive open online courses (MOOCs) have been called the biggest innovation to happen in education for 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about MOOCs’ effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, Hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of LMOOCs in general but that some of them doubted the applicability of LMOOCs. Most participants said they would continue to use LMOOCs in learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

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Delving into learner autonomy in an EFL MOOC in China: a case study

Cited by 36 publications

References 32 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

The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC

A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints

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