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What is Learner Autonomy

Chapter 14
Handbook of Research on Language Teacher Identity
Learners are responsible for what they learn and how they learn.
Published in Chapter:
Fostering Learner Control in an Online Beginner German as a Foreign Language Course
Brita Banitz (Universidad de las Américas Puebla, Mexico) and Patricia Lanners-Kaminski (Lancaster University, UK)
Copyright: © 2023 |Pages: 28
DOI: 10.4018/978-1-6684-7275-0.ch014
Abstract
Learner control is vital in self-directed learning within technology-enhanced language learning. Yet, to date, there is little discussion about learner control in beginners' classes with technology-enhanced learning novices in online contexts. The present study investigates how an online beginners' German as a foreign language course fosters learner control. Two components of the class, synchronous live meetings, and an asynchronous online component were analyzed for specific aspects assumed to cultivate learner control. The study takes a case study approach and is based on Pilling-Cormick's self-regulated and directed technology-enhanced learning model. A survey and interviews were conducted to answer the research question: To what degree does the online course foster learner control, if at all? The results reveal that despite a general dislike of online learning and little to no technology-enhanced learning experience, learner control was fostered to a high degree.
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More Results
Chapter 6
Investigating Learner Autonomy and 21st Century Skills in Blended Tech-Enhanced Language Learning
Learner autonomy is a capacity for the learner to be able to critically reflect on their language learning behavior and strategies used. Based on this critical reflection, learners are able to take decisions and act independently, adapting in ways that may help them learn better and transfer what has been learned to wider contexts. This greater learner control over the learning process, resources and language is achieved through collective decision-making rather than individual choice.
Published in Chapter: Investigating Learner Autonomy and 21st Century Skills in Blended Tech-Enhanced Language Learning; From: New Technological Applications for Foreign and Second Language Learning and Teaching
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Chapter 8
Addressing Implicit Bias in Asynchronous Courses Through the Lens of UDL
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Chapter 6
Using Learning Management Systems to Promote Online Instruction
Refers to a student’s ability at setting accurate learning objectives towards taking control of their learning.
Published in Chapter: Using Learning Management Systems to Promote Online Instruction; From: Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods
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Chapter 11
Supporting the Reflective Language Learner with Computer Keystroke Logging
The learner takes responsibility for their own learning and works creatively in collaboration with teachers, tutors and other students. The autonomous learner critically reflects on their experiences, creates their own ideas and challenges existing theories.
Published in Chapter: Supporting the Reflective Language Learner with Computer Keystroke Logging; From: Handbook of Research on Computer-Enhanced Language Acquisition and Learning
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Chapter 2
Civic Deliberations in COVID-19 and Beyond
The notion of the learner as primarily responsible for their “stake” in the educational experience.
Published in Chapter: Civic Deliberations in COVID-19 and Beyond; From: Innovations in Digital Instruction Through Virtual Environments
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Chapter 6
Online Course Design Tips for Boosting Learner Autonomy With Synchronous and Asynchronous Tools
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Chapter 7
Examining Transactional Distance in Synchronous Online Learning Environments
Learner's perception of both dependent and independent participation in a learning activity and the ability of the learners to control their independence and their own learning.
Published in Chapter: Examining Transactional Distance in Synchronous Online Learning Environments; From: Motivation, Volition, and Engagement in Online Distance Learning
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Chapter 3
Keeping Watch on Learners' Language: Implications for a Transformative Pedagogical Outlook on the Use of Home Language
Learners taking control and responsibility for their own learning in relation to what they learn and how they learn it.
Published in Chapter: Keeping Watch on Learners' Language: Implications for a Transformative Pedagogical Outlook on the Use of Home Language; From: Transformative Pedagogical Perspectives on Home Language Use in Classrooms
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Chapter 20
The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning
The ability of the learner to take responsibility for his/her own learning and monitor own learning process.
Published in Chapter: The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning; From: Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education
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Chapter 9
How Do University L2 Learners Make Use of Mobile Dictionary Apps to Become Autonomous Learners?
It means that students act independently and take responsibility for their own learning. It is generally believed that a learner with a high level of autonomy is more likely to be a successful language learner.
Published in Chapter: How Do University L2 Learners Make Use of Mobile Dictionary Apps to Become Autonomous Learners?; From: Emerging Concepts in Technology-Enhanced Language Teaching and Learning
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Chapter 10
English and Arabic Language Learning Environments: Islamic Universities Undergraduates' Experiences
Is defined as learner’s capabilities to self-regulate their learning, which, among others, including deciding on the learning goals, learning contents and development of progress.
Published in Chapter: English and Arabic Language Learning Environments: Islamic Universities Undergraduates' Experiences; From: Global Perspectives on Teaching and Learning Paths in Islamic Education
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Chapter 2
Autonomous Learning in Distance Education Theories: Autonomy in Foreign Language Learning
It is a process where the learner decides about his/her actions by taking risks with self-confidence, and undertakes the responsibility of learning with active participation.
Published in Chapter: Autonomous Learning in Distance Education Theories: Autonomy in Foreign Language Learning; From: Fostering Foreign Language Teaching and Learning Environments With Contemporary Technologies
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Chapter 6
EFL Learners' Views About the Use of Artificial Intelligence in Giving Corrective Feedback on Writing: A Case Study
It is an ability for a learner to conduct self-studies in accordance with an awareness of learning needs and styles.
Published in Chapter: EFL Learners' Views About the Use of Artificial Intelligence in Giving Corrective Feedback on Writing: A Case Study; From: Fostering Foreign Language Teaching and Learning Environments With Contemporary Technologies
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Chapter 48
WebCEF: An Online Collaboration Tool for Assessing Foreign Language Proficiency
According to Holec (1981) it is “the ability to take charge of one’s own learning.”
Published in Chapter: WebCEF: An Online Collaboration Tool for Assessing Foreign Language Proficiency; From: Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
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Chapter 1
Artificial Intelligence and the Future of Chinese Language Pedagogy: An In-Depth Analysis
The capacity of students to take charge of their own learning by setting objectives, selecting methods, and assessing their own progress.
Published in Chapter: Artificial Intelligence and the Future of Chinese Language Pedagogy: An In-Depth Analysis; From: Fostering Foreign Language Teaching and Learning Environments With Contemporary Technologies
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Chapter 24
One Size Doesn't Fit for All: An Empirical Study of Language Learning Strategies of Rural Learners
The ability to take in charge of one’s own learning process and being responsible for it.
Published in Chapter: One Size Doesn't Fit for All: An Empirical Study of Language Learning Strategies of Rural Learners; From: Innovations and Technologies for Soft Skill Development and Learning
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Chapter 16
Self- and Peer-Assessments in the Iranian Context: A Systematic Review
The learner’s total accountability for making decisions on their learning and implementation of those definitions.
Published in Chapter: Self- and Peer-Assessments in the Iranian Context: A Systematic Review; From: Handbook of Research on Curriculum Reform Initiatives in English Education
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Chapter 7
Online Collaborative Learning as a Way of Boosting Language and Teaching Proficiency
The ability to take responsibility for a learner’s own learning process, from goal-setting, choosing learning strategies, self-instruction, time-management, self-monitoring to help-seeking and self-reflection.
Published in Chapter: Online Collaborative Learning as a Way of Boosting Language and Teaching Proficiency; From: Handbook of Research on Curriculum Reform Initiatives in English Education
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Chapter 9
Machine Translation Use in Language Learning: Learner Characteristics, Beliefs, and Ethical Concerns
A learner’s consciousness about taking responsibilities of their learning process that leads to shape their study habits.
Published in Chapter: Machine Translation Use in Language Learning: Learner Characteristics, Beliefs, and Ethical Concerns; From: Transforming the Language Teaching Experience in the Age of AI
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Chapter 4
Placing Technology in Learner-Centered Design through Blended Learning in Post-Secondary Education
The provision by an instructor to provide the learner with making personal choices surrounding the choices, places and time of learning. This is also linked to learner autonomy where the learner takes ownership of their learning.
Published in Chapter: Placing Technology in Learner-Centered Design through Blended Learning in Post-Secondary Education; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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