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Autonomous distance language learning: supporting critical reflection, interaction and decision-making

Murphy, Linda (2009). Autonomous distance language learning: supporting critical reflection, interaction and decision-making. In: Independent Language Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines, 05-08 Oct 2007, Kanda University, Chiba, Japan.

URL: http://independentlearning.org/ILA/ila07/files/ILA...
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Abstract

Language teaching researchers highlight the role of critical reflection, interaction and decision-making in the process of ‘autonomisation’ where learners experience autonomy in order to become more autonomous (Little, 2003). Distance educators have long been concerned to develop learners’ capacity to take decisions and control their own learning in a context where course materials have to anticipate a wide variety of potential learning needs and cater for students working in isolation. More recently, interaction has taken an increasingly significant role in distance education, aided by technological developments.
This paper examines the experience of the Open University (UK) Department of Languages in responding to the challenges of ‘autonomisation’ in distance education courses for adult learners of French, German and Spanish, and considers the issues which still need to be addressed by course writers and researchers.

Item Type: Conference Item
Copyright Holders: 2009 The Author
ISSN: 2073-7513
Keywords: autonomous language learning; distance language learning; critical reflection; interaction; decision-making
Academic Unit/Department: Education and Language Studies > Languages
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 21257
Depositing User: Linda Murphy
Date Deposited: 14 Jul 2011 08:15
Last Modified: 23 Oct 2012 14:34
URI: http://oro.open.ac.uk/id/eprint/21257
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