Looking Backwards and Forwards: Evaluating a 15-Year-Old SALC for Continued Growth

Abstract

This reflective article gives an overview of how a self-access learning centre (SALC) in Japan approaches its ongoing evaluation. The author shares some retrospective evaluation approaches and also provides a description of a micro-evaluation as an example. The article concludes with some thoughts about two alternative approaches, one future-looking and one predictive, that might help a SAC to move into new directions.

Peer Collaboration and Learner Autonomy in Online Interaction Spaces

“…whether resources are being used optimally) and effectiveness (i.e. whether learning is taking place) are maximized" (Mynard, 2016a), as elaborated on in the project description below.…”

“…In doing so, learners develop a sense of cognition, metacognition, organization and socio-affective engagement, which is part of a dynamic process of establishing agency within the educational framework and within the community of learners they interact with (Murray, 2014;Peeters & Ludwig, 2017). By studying the interrelation between cognition, metacognition, organization and socio-affect, it becomes possible to evaluate whether users' wants and needs are being met when interacting online, whether resources are shared adequately and whether learning is taking place (Mynard, 2016a). Doing so, we can develop criteria to ensure an efficacy-oriented approach for integrating peer interaction opportunities in language learning and communication curricula in the future and improve current practice (Martin-Beltrán et al, 2016).…”

“…In the case of language learning, where opportunities need to be created for learners to interact in the target language, it has become "commonplace for people to study languages outside the structure of a traditional course or institution" (Mynard, 2016b, p. 333). However, to guarantee that students can benefit from using online spaces and take part in a suitable and sustainable culture of personalized learning while being sufficiently challenged and supported, educational institutions need to provide them with opportunities to develop a sense of autonomy, make adequate resources available, and give them access to multiple learning spaces and communities to inspire and motivate them (Mynard, 2016a).…”