Download or read book Learner Autonomy Profiles of Adult Learners in Asynchronous Learning Environments Versus the Traditional Classroom Setting written by Sherree R. B. Davis and published by . This book was released on 2006 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learner Autonomy Pofiles of Adult Learners in Asynchronous Learning Environments Versus the Traditional Classroom Setting written by Sherree R. B. Davis and published by . This book was released on 2006 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching and Learning Language Current Trends and Practices Penerbit USM written by Ambigapathy Pandian and published by Penerbit USM. This book was released on 2014-11-25 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book represents a collection of papers that relate to the challenges and problems posed by the ever-changing and diversified nature of today’s classroom. The papers discuss and demonstrate methodologies and learning strategies, and in the process, recommend effective practices that are practical and open to adaptation for different teaching and learning contexts. They range from suggestions on how to exploit information technology resources to individual or specific case studies. These case studies report on a variety of contextual issues and problems that are specified to particular learning contexts. This book, therefore, thus not only offers examples of tried and tested teaching strategies but also offers useful insights into specific sociocultural problems that are experienced by learners as well as teachers and interested stakeholders in particular settings and countries. The papers offer a comprehensive documentation of past as well as present problems faced by teachers, policy makers and students, and discuss ways and strategies of overcoming such problems such that the teaching and learning process is not only enhanced but made more meaningful and fulfilling to both teachers and learners. The inherently global perspective of the papers in this book makes it an enriching compendium.
Download or read book Mapping the Terrain of Learner Autonomy written by Felicity Kjisik and published by University of Tampere. This book was released on 2009 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Mapping the terrain of learner autonomy, written by leading researchers and teachers in the field of language learner autonomy, draws a concise map of the main developments in the field, which has expanded enormously in the past decade. It provides an analysis of the current state of learner autonomy practices, presents some concrete examples, addresses issues of teacher, advisor and counsellor development, and suggests future directions both in pedagogical practice and research. The book will be a useful textbook or reader for advanced students in foreign language education, applied linguistics and teacher education as well as for experienced language teachers who wish to update their knowledge in the field of learner autonomy."--Back cover.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bridging the Gap Between Asynchronous and Traditional Learning Environments written by Jayne E. Pelletier and published by . This book was released on 2005 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learner Autonomy and CALL Environments written by Klaus Schwienhorst and published by Routledge. This book was released on 2012-11-12 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.
Download or read book Learner Autonomy in Language Learning written by Sara Cotterall and published by Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften. This book was released on 1999 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.
Download or read book Handbook of Research on Student Centered Strategies in Online Adult Learning Environments written by Carlton J. Fitzgerald and published by Information Science Reference. This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book help peoples to share and think about ways to center the process on students. It focuses is on different kinds of adult learners, ways to support students, implementing specific techniques, sharing an adult learning philosophy, giving effective feedback online, setting a positive environment, or other important aspect of this topic"--
Download or read book Learner Autonomy and Web 2 0 written by Marco Cappellini and published by Equinox Publishing (UK). This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores tensions between the "classical" definitions of learner autonomy and the learning dynamics observed in specific online contexts. Some of the contributions argue for the emergence of actual new forms of autonomy, others consider that this is merely a case of "old wine in new bottles". In this volume, autonomy is seen as emerging and developing in a complex relationship with L2 proficiency and other competencies. The volume takes an expansive view of what is meant by Web 2.0 and, as a result, a wide diversity of environments is featured, ranging from adaptive learning systems, through mobile apps, to social networking sites and - almost inevitably - MOOCs. Paradoxically, autonomy is seen to flourish in some quite restricted contexts, while in less constrained environments learners experience difficulty in dealing with a requirement to self-regulate.Individual chapters run the gamut of age groups, learning activities and online environments. The stage for all of them is set by an exchange in which David Little and Steve Thorne discuss the evolution of the concept of language learner autonomy, from its origins in the era of self-access resource centres to its more recent instantiations in online (and offline) learning communities. Subsequent contributors include an exploration how autonomy can be exercised even within the constraints of adaptive learning systems, a discussion of the metacognitive operations engaged in by autonomous adult learners in a French/Australian teletandem exchange, a look at an ecological paradigm of autonomy to conceptualise its emergence in relation to the use of mobile apps by primary- and secondary-level language learners in Canada, a study of how learner autonomy with a markedly social and empathic dimension drives collaboration in a Facebook-based collaborative writing project, an analysis of the difficulties encountered by a group of trainee language teachers in engaging with a range of language MOOCs and finally a study of how autonomy is experienced by advanced learners of English with a preference for online informal learning based on gaming and streamed video.
Download or read book Learner Autonomy in the Foreign Language Classroom written by David Little and published by . This book was released on 2003 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Relationship Between Self directed Learning Readiness and Learning Style for South Taiwanese Adult Learners in Asynchronous Distance Learning Environment written by Fang-Kun Kuo and published by . This book was released on 2008 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative correlational study examines the relationship between self-directed learning readiness and learning style of adult students in an asynchronous distance learning environment in South Taiwan. A demographic questionnaire, the Asynchronous Distance Learning Self-Directed Learning Readiness Scale (ADLSDLRS), and Kolb's Learning Style Inventory (LSI) were administered to 385 participants from Open University of Kaohsiung. The research found that the adult learners' self-directed learning readiness with demographic has significant difference, the adult learners' learning style with demographic has no significant difference, and self-directed learning readiness and learning style has no significant difference.
Download or read book Motivational Teaching written by Nick Thorner and published by Oxford University Press. This book was released on 2017-02-14 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motivational Teaching provides a clear overview of the many factors that affect learner motivation and connects each of them to innovative teaching ideas and strategies. • Features over 100 tried and tested teaching ideas, underpinned by the latest research into learner motivation. • Explores how motivation to learn works both on an individual level and within the classroom environment. • Provides insights to enhance motivation through key teaching processes, from choosing materials and designing tasks to closing lessons and giving feedback. • Investigates how teachers can raise learner motivation across a range of ages, abilities, and backgrounds.
Download or read book Learner Autonomy in Secondary school English Classes written by Jana Koritnik and published by . This book was released on 2014 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learner autonomy in English language teaching and learning is nothing new, however, it differs from traditional approaches to language learning quite a lot. Learners and achieving their independence are in the centre of learning process whereas traditional approaches still put focus on teachers and acknowledge them as the source of the majority of information. But, in an autonomous classroom, learners' existing knowledge and their readiness to bring their knowledge and experiences to the classroom are most appreciated. The term learner autonomy in foreign language teaching and learning first began to be used in the late seventies by the Council of Europe, when different project groups were formed in order to promote life-long learning. Henry Holec was the first who began using the term learner autonomy in adult education. Following Holec's introduction of the concept of autonomy a number of projects were carried out in different European countries. The goal of these projects was to try to create an environment, in which learners would like to work in, and would create grounds for more independent learning. The outcomes of these projects were amazing, resulting in greater learners' motivation, independence and ability to use the language not only in the classroom but also in real-life situations. Traditional English teachers in Slovenia are still bound to follow the National Curriculum and plan their lessons around the prescribed coursebooks, which limits their options of trying new completely different approaches. However, there appear to be various options of implementing at least some elements of learner autonomy into traditional English classes and of enabling the teachers with the opportunity to observe the creative learning process, where learners are motivated, responsible and gain on their independence.
Download or read book Explaining Learner Satisfaction with Perceived Knowledge Gained in Web based Courses Through Course Structure and Learner Autonomy written by Jennifer Calvin and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Distance education in formal undergraduate and graduate programs is the fastest growing segment of adult education, and many institutions and instructors are placing learning opportunities on the World Wide Web. Yet many adult learners do not possess the skills required to successfully complete Web-based courses. Although learning at a distance has been in existence for over 100 years, there are very few pedagogical theories on learning at a distance. The purpose of this study was to propose a conceptual model of learning in Web courses and to test this model is a specific setting: a large Midwestern university offering courses taught via the Web. The model suggested that computer technology would mediate learner autonomy, that learner autonomy would effect the required level of course structure, and that there would be a linear relationship between learner autonomy and course structure to explain a significant portion of the variance in satisfaction with perceived learning in the fourteen Web courses included in the study. 240 randomly sampled students were asked to complete the questionnaires. A total of 68 (28%) usable responses were completed online. The Learner Profile questionnaire included a previously developed scale (Motivated Strategies for Learning Questionnaire, Pintrich, Smith, Garcia & McKeachie, 1991), and a modified version of Stein & Wheaton's (2000) Computer Technology Scale. Course structure was assessed by three independent instructional designers using the Course Structure Rubric, developed for this study. Correlation coefficients were utilized to examine the relationships between course structure, learner autonomy, computer technology experience and satisfaction with perceived knowledge gained in a Web-based course. Results partially supported the model, as computer technology experience was found to be related to learner autonomy, and learner autonomy was found to be related to satisfaction with perceived knowledge gained. Satisfaction with perceived knowledge gained was not, however, related to course structure in this study. Consequently, the model was revised.
Download or read book Relationship of Learning Styles and Instructional Strategies in a Traditional Classroom Learning Environment for Adult Students written by Joseph Jacob and published by . This book was released on 2003 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Strategic Management of Interaction Presence and Participation in Online Courses written by Kyei-Blankson, Lydia and published by IGI Global. This book was released on 2015-11-05 with total page 638 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning has become a prominent and inseparable component of higher education in recent years. Questions related to course structure, levels of interaction, presence, and participation within online courses persist and invite further inquiry for determining factors that encourage effective teaching and learning in online environments. The Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses explores models of course development and delivery techniques to improve instruction, learning, and student satisfaction in online courses. Covering topics such as rates of participation, student engagement and retention, and social development, this handbook serves as a resource for educators in online learning environments, as well as for course designers and developers of online courses and researchers whose agenda includes examining interaction, presence, and participation in online courses.
