the impact of autonomous online learning
225593794
The Impact of Online Courses towards Students in Autonomous Learning Based on New Media Technologies
In the 21st century, the rapid development of online technology has dramatically transformed people's way of lives. The emergence of high tech products has also boosted modern education to embrace informationization and virtualization. With the promotion and development of online courses, autonomous learning is now emerging among students in colleges and universities. If they want to learn relevant professional knowledge, they could use networking and information technology with relevant devices. This learning method could not only impact traditional education but also facilitate students to explore new ways to learn autonomously. This paper is to discuss the impact of online courses towards students in autonomous learning by analyzing its current learning situation, the feature of this new form and its effects towards students.
Jin Mao
150276077
The impact of online autonomous learning on EFL students' reading skills
Hui-Fang Shang Yen-Yu Chen
41669862
A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation
With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face to face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combination of synchronous and asynchronous communication in e learning would seem desirable to optimally support learner engagement and the quality of student learning. It is still an open question though, how to best design online learning with a blend of synchronous and asynchronous communication opportunities over time. Few studies have investigated the relationship between learners' actual use of synchronous and asynchronous communication over time. Therefore, this study addressed that relationship in an online course (N 110) taking into account student motivation, and employing a dynamic inter temporal perspective. In line with our assumptions, we found some support for the expected association between autonomous motivation and engagement in asynchronous and synchronous communication, be it restricted primarily to the first course period. Also, positive relations between engagement in synchronous and asynchronous communication were found, with the strongest influence from using asynchronous to synchronous communication. This study adds to the knowledge base needed to develop guidelines on how synchronous communication can be combined with asynchronous learning.
J. Comput. Assist. Learn.
Bas Giesbers Bart Rienties Dirk T Tempelaar Wim H Gijselaers
26533141
The Impact of Online Learning in the Development of Speaking Skills
The concept of language learning using technology has allowed both language instructors and learners to explore the effectiveness of the online learning approach. Such computermediated activities provide an online platform for ESL learners to further practise their language skills as their face to face contact learning hours are rather limited. Limited contact learning hours have an impact on ESL learners who desire to further develop their oral skills in classroom. This online learning approach encourages the learners to practise their oral conversations in an individualised learning environment at their own pace and time. It also encourages autonomous learning among these ESL learners. This paper aims to investigate the comparative results and learners' feedback on the effectiveness of the English Proficiency in Conversation (EPiC) online learning programme that influences the speaking performance of the EPiC group and non EPiC group students in a 12 week Intensive English Programme (IEN) A total of 19 participants from Lower Intermediate and Intermediate levels took part in this study, and collection of data was carried out using both quantitative and qualitative methods. EPiC evaluation scores and IEN speaking marks were used as quantitative methods to show comparative speaking results. Semi structured interviews and student learning journals were used to explore the learners' feedback on the effectiveness of EPiC online learning in the development of speaking skills. The findings from both research methods indicate that the EPiC group performed better than the non EPiC group in terms of improvement in speaking grades, and vocabulary and listening skills despite unstable Internet connection. The implications of this study are that the use of this online learning programme shows greater language proficiency and stronger self confidence among ESL learners in the development of speaking skills. These implications are further discussed along with suggestions for further research.
Persis Dineen Rodrigues
62991605
College English Writing Teaching Mode Based on Autonomous Online Learning
The paper explores the College English writing teaching mode based on the autonomous online learning and its impact on the writing proficiency of non English major undergraduates.The empirical study shows that there is no statistically significant difference between the web based writing teaching mode and the conventional one while teachers' workload is reduced.Besides,the web based writing teaching mode plays a positive role in promoting the writing ability of high proficiency subjects.
Chu Yan
233988622
A high impact practice for online students: the use of a first semester seminar course to promote self regulation, self direction, online learning self efficacy
Student enrollment continues to increase in online programs, but there is concern surrounding the reportedly high rates of attrition in online classes compared to face to face classes. Undergraduate students are poorly prepared and lack the human agency necessary for success in the online learning environment. To address the lack of persistence of undergraduate online students, universities must create and implement interventions that prepare students for the online learning environment and help them develop as autonomous learners. This study examined whether differences in self regulation, self direction, and online learning self efficacy exist between students participating in an experimental high impact First Semester Seminar (FSS) class and a traditional FSS class while controlling for pre existing factors. A quantitative, quasi experimental, pretest posttest research design was used for this study with nonequivalent control groups, and multivariate analysis of covariance (MANCOVA) and follow up analyses of covariances (ANCOVA) were used to analyze the data. MANCOVA results revealed a statistically significant difference between groups. Follow up ANCOVAs revealed differences between the posttest scores of the traditional FSS class and the high impact FSS class on the measurements for self directed learning and self regulated learning.
Smart Learn. Environ.
Jacqueline S Stephen Amanda J Rockinson-Szapkiw
202271499
Online Peer Tutoring: A Renewed Impetus for Autonomous English Learning
Challenges to an existing face to face peer tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees' exposure to an online based peer tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees' logs, and records of their engagement with the model's internet resources, researchers identified a change in participants' conceptualization of autonomous learning and an impact on their self directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer tutoring model favors.
HOW
Luis Ignacio Herrera Bohorquez Jose David Largo Rodriguez John Jairo Viafara Gonzalez
8664621
The Impact of Online Training on Saudi Medical Students' Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy
In the context of ongoing debate about the relationship between strategy training and autonomous learning, this study set out in the belief that they are inextricably linked and sought to explore three important aspects of learner strategy development more deeply. An experiment was designed to investigate the effectiveness of learner training with three groups of Saudi students taking a course in English for Medical Purposes: control (no treatment) offline (treatment delivered on paper) and online (online treatment) The treatments used supplementary learning material focused on language learning strategies (LLS) The design and the delivery of the treatments was informed by Rubin, Chamot, Harris, and Anderson (2007) Cohen (1998) Murphy and Hurd (2011) and Murphy (2008a) This paper sought to answer three research questions related to the impact of learner training on students' attitudes, awareness, and use of LLS in relation to their autonomous abilities after exposure to the treatment. Qualitative data from students' reflective writings, interviews and focus group discussion was used to answer these questions. For the two treatment groups, the treatment impact was found to be positive in relation to the research questions and negative in the control. The online group outperformed the offline one in all the three investigated aspects.
Sahar Matar Alzahrani Julie Watson
53592517
Impact of Electronic Portfolios on Prospective Teachers' Participation, Motivation, and Autonomous Learning.
This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher's perception of use of these tools (electronic portfolio in Moodle Mahara, in the institutional environment of a university in southern Europe) examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student's online participation in a blended learning context. The results show a positive correlation between the variables participation and university student's performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning.
Vanesa Gamiz-Sanchez M J Gallego-Arrufat Emilio Crisol-Moya
210943271
University Students` Satisfaction: The Impact of Computer mediated Blended Learning
Penitentiary systems in transition countries are in a state of reform. This factor imposes additional difficulties in the vocational training of future probation and correctional officers. Improving the process of their instruction at universities should consider the condition of their satisfaction and efficiency of modern educational technologies. During the experiment, the online intranet course was implemented in the educational process. This course oriented to the stimulation of students` emotional motivational states, facilitation of cognitive abilities and using of practice oriented educational exercises for autonomous learning. The student satisfaction was measured with SUSS the Students University Satisfaction Scale (Cronbach's alpha coefficient a=0.90) At the end of the experiment, t test (with independent samples) displayed that students of the experimental group (n=82) had significantly higher scores for students` satisfaction than the students of the control group (n=82, t=4.24) especially satisfaction with curriculum (t=7.78) teaching and learning (t=7.65) The results of the study confirm the effectiveness of blended learning, in particular, the Station Rotation model, to increase students' motivation and satisfaction. Practical implications include the implementation of online courses in basic academic disciplines in the training of Ukrainian probation and correctional officers. Instructional Design Implications include further study of the realized techniques, methods and models of blended learning.
Olha Rembach Oleksandr Liubych Mykhajlo Antonenko Volodymyr Kovalenko Ruslan Valieiev