Autonomy and Participation: The Challenges of Education on Virtual Modality
DOI:
https://doi.org/10.18041/2322-8415/ingelibre.2020.v8n18.6954Palavras-chave:
Autonomy, Motivation, Participation, Virtual education, Qualitative research, PandemicResumo
The autonomy of students in virtual classes has been a challenge since virtual education took place because of the current pandemic situation, bringing new challenges to educational workers. This article is derived from the secondary school practice experience of a group of students from a public university in Bogotá; the researchers of this study present the preliminary results of the ongoing practicum experience subject. It will present the importance of autonomy in the virtual educational context and how it affects the development of classes. This is qualitative research, a case study; the data were collected through field notes and class observations from seven secondary school groups. Findings suggest that participation is a chief variable in virtual class development and the challenges that teachers face are gaining a permanent place in the current educational reality.
Downloads
Referências
Benson, P. (1997). autonomy & Independence in Language Learning. The Philosophy and politics of learning autonomy. Addison –Wesley Longman Limited. Harlow, United Kingdom.
Carrillo, C. C.E. (2020). El Filtro Afectivo Positivo como Estrategia de Estimulación Neurocognitiva para la Modificación de Conductas Negativas en un niño en Condición de Discapacidad (Vol. 1). Universidad Libre.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4.a ed.). Prentice-Hall College Div.
Davila & M. Merril. (2020). Autonomous language learning behaviors and learning strategies in the use of a self – access center resources. INNOVATION IN ELT.
Deci, E. & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry.
Ribbe, E. & Bezanilla, M.J. (2013). Scaffolding Learner Autonomy In Online University Course. Digital Education Review - Number 24, December 2013-
Gardner, D. & Miller, L. (1999). Establishing self – access. From theory to practice. Press Syndicate of University of Cambridge. Cambridge, England.
Ghazali, F. Al. (2020). Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning During the COVID-19 Pandemic. Studies in Self-Access Learning Journal. Sep2020, Vol. 11 Issue 3, p114-127. 14p
Griffee, D. (2012). An Introduction to Second Language Research Methods (First Edition, Vol. 1). Dale T. Griffee and TESL-EJ Publications.
Handayani, W. (2015). Utilization of Internet for Autonomous Learning in Speaking, Volume 4 –No.2, 111-114
Holec, H. (1981). Autonomy and independence in foreign language learning. Strasbourg, Council of Europe.
Johnson, R. B. & Christensen, L. (2014). Educational Research (Fifth Edition). California, United States of America: SAGE Publications, Inc.
Oxford, R. (1990). Language learning strategies: what every teacher should know. Newbury house publishers. New York, United States of America.
Serdyukova, N. & Serdyukov, P. (2013). Student Autonomy in Online Learning, In Proceedings of the 5th International Conference on Computer Supported Education (CSEDU-2013), pages 229-233.
Schmenk, B. (2005). Globalizing learner autonomy. TESOL Quarterly 39.1, 107–118.
Vergara, J. del Valle, M. Diaz, A. Matos, L. & Pérez. M. (2019). Efecto mediador de la motivación autónoma en el aprendizaje | Revista Electrónica de Investigación Educativa. https://redie.uabc.mx/redie/article/view/2131
Zhong, Q. M. (2018). The evolution of learner autonomy in online environments: A case study in a New Zealand context. Studies in Self-Access Learning Journal, 9(1), 71-85.
