Autonomous language learning in self-access spaces : Moodle in action
Dofs, Kerstin; Hobbs, Moira
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Citation:Dofs, K., & Hobbs, M. (2016). Autonomous language learning in self-access spaces: Moodle in action. Studies in Self-Access Learning, 7(1), pp.72-83.
Permanent link to Research Bank record:https://hdl.handle.net/10652/3529
Over the past few decades language educators have experienced an enormous growth in the use of digital technology, both for themselves and for their students. Along with the internationalisation and stronger business focus of education that most of us have been experiencing, many institutions around the world are now undergoing a push towards new methods of teaching and learning, which involve less face-to-face contact and more online instruction and learning. This paper takes the reader through reflections on the development of an online resource for students, of which one of the aims was to foster learner autonomy. Knowledge has been gleaned from the authors’ experiences of enhancing their expertise in the use of Moodle. The rationale behind the development, as well as the background to the final choice of resources and online tools for the autonomous learning components and learner engagement are explored. The writers also reflect on the effectiveness of the site and suggest improvements for future development of autonomous language learning (ALL) Moodle sites.
Keywords:Moodle, language learning, elearning, learner autonomy, language learner autonomy
ANZSRC Field of Research:130306 Educational Technology and Computing
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