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Using Blended Learning to Encourage Learner Autonomy

Explore how to implement blended learning using Moodle in TOEIC and computer communication classes to foster autonomy through interactive activities, instant feedback, and learning history tracking. Discover strategies for motivating and adapting to the needs of learners at different levels. Considerations for lower-level learners are also discussed, emphasizing the importance of providing accessible hints and guidance to ensure effective online learning experiences.

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Using Blended Learning to Encourage Learner Autonomy

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  1. Using Blended Learningto EncourageLearner Autonomy Yamauchi, Mari Rink, M. Lori Kobe Kaisei College, JAPAN

  2. Blended Learning • face-to-face (F2F) instruction combined with • computer-mediated instruction/learning • LMS (Moodle), Blog, E-mail, Materials online • Worksheet, Textbook • "an elegant solution to the challenges of tailoring learning and development to the needs of individuals." (Thorne, 2003:16)

  3. Incorporating e-learning into campus-based classes • Using Moodle in … 1. TOEIC & Computer Communication • Convenience for independent learning • Adaptability for multi-level classes 2. Oral Communication • Motivating advanced learners • Learning outside of the F2F classroom

  4. Using Moodle in TOEIC & Computer Communication TOEIC: English receptive skills, vocabulary & grammar Computer Communication: research & presentations using English & computers / Internet

  5. Convenience for independent learning Moodle (LMS) makes it easier • to offer choices of activities & resources • to show instant feedback & learning history • for students to share with others

  6. Choices of activities & resources Common tasks Basic Meet individual needs Advanced

  7. Instant feedback: Quiz Encourage independent learning

  8. Learning History Foster self-monitoring

  9. Sharing with others: Forum Modeling & Inspiring

  10. Adaptability for multi-level classes • Common learning objectives • thematized sets of vocabulary, grammar points • learning strategies, study skills • Choices of independent tasks • online quizzes, forum posts & blog posts

  11. Common tasks to selective tasks Helps keep stronger students motivated Common tasks Advanced

  12. Learner Characteristics Level in the Japanese education system • TOEIC: Basic Course • Computer Communication

  13. Learner Characteristics I am 20 years old. My birthday is 13 February. I live in Nishinomiya city. I have a brother and a sister. I have 5 members of family. My hobby is playing golf, walk with my dog and travel. My dog's name is PORUN. She is soooooo cute!!!!!! I love her. Junior High graduate I born in summar. I best music is nothing, but I like English music.

  14. Adaptability for multi-level classes • Consideration for lower-level, less independent learners - Too many choices can be confusing Online learning components oftenrequire a large amount of self-discipline on the part of the learners. (Bonk & Graham, 2005:15)

  15. Considerations for lower-level, less independent learners • provide accessible hints • assign smaller steps • streamline activity choices (Levy & Stockwell, 2006) • give explicit guidance

  16. Accessible hints images & pop-up hints

  17. Accessible hints link to glossary entries

  18. Streamline activity choices Worksheet Moodle: Outline View

  19. Explicit guidance Language point: General to Specific • Writing task • Sample: instruction & hints

  20. Blog posts: autonomous writing Image & Passage： Sense of achievement Labels: Managing posts Posts from cell phones: Use English outside of the Class

  21. Incorporating e-learning into campus-based classes Using Moodle in … 1. TOEIC & “Computer Communication” • Convenience for independent learning • Adaptability for multi-level classes 2. Oral Communication • Motivating advanced learners • Learning outside of the F2F classroom

  22. Motivating advanced learners 1. Expanding classroom topics • Recordings of reading book • Virtual tour of reading book’s setting

  23. Virtual tour with Moodle lesson Seeing for themselves Integrating knowledge

  24. Motivating advanced learners 2. Increased English interaction outside of F2F class • Forums • Lori's Question Cafe • Instant messaging/Chat

  25. Increased communication in forums

  26. Lori's Question Cafe Private questions Shared answers

  27. Lori's Question cafe

  28. Learning outside of the classroom • Tour of the Human Rights Museum • Former students’ presentation of volunteering in Bali

  29. Tour of the Human Rights Museum After the tour

  30. Tour of the Human Rights Museum A student’s reflection

  31. Students’ Presentation No time restriction

  32. When and how to adapt materials into an LMS • To enhance the context and achieve a variety of learning styles (hints/choices of activities/audio files/virtual tour) • To give instant feedback (quiz/lesson) • To build the personal relationship between students and teacher (forums/chat/instant messages) • To take advantage of learning outside of the classroom (museum tour/presentation) • To organize/redraft materials easily

  33. References Bonk, C.J & Graham, C. R. (2005). The Handbook of Blended Learning. CA: Pfeiffer. Chen, C.C. & Jones, K.T. (2007). “Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course” The Journal of Educators Online, Volume 4, Number 1, January 2007. Levy, M. & Stockwell, G. 2006. Call Dimensions: Options and Issues in Computer-Assisted Language Learning. Lawrence Erlbaum Associates. Thorne, K. (2003). Blended Learning: How to Integrate Online & Traditional Learning. Kogan Page.

  34. Blog Posts

  35. Smaller steps : Worksheet Vocabulary & Pre-activity Vocabulary & Grammar Vocabulary & Learning strategy Writing task

  36. Smaller steps : Forum • Step 2 (Common) • Step 3 (Option)

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