Training language teachers to sustain self-directed language learning: an exploration of advisers&apos

[EN] This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the...

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Detalhes bibliográficos
Autores: Bailly, Sophie, Ciekanski, Maud, Guély-Costa, Eglantine
Tipo de documento: artigo
Data de publicação:2013
País:España
Recursos:Universitat Politècnica de València (UPV)
Repositório:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
Idioma:inglês
OAI Identifier:oai:riunet.upv.es:10251/138300
Acesso em linha:https://riunet.upv.es/handle/10251/138300
Access Level:Acceso aberto
Palavra-chave:Virtual learning environment
Computer-mediated communication
Online collaboration
Self-directed learning and training
Advising practices
Community of practice
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spelling Training language teachers to sustain self-directed language learning: an exploration of advisers&aposexperiences on a web-based open virtual learning environmentBailly, SophieCiekanski, MaudGuély-Costa, EglantineVirtual learning environmentComputer-mediated communicationOnline collaborationSelf-directed learning and trainingAdvising practicesCommunity of practice[EN] This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others. Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.Universitat Politècnica de ValènciaRepositorio Institucional de la Universitat Politècnica de València Riunet20132013-03-16journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://riunet.upv.es/handle/10251/138300reponame:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valénciainstname:Universitat Politècnica de València (UPV)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:riunet.upv.es:10251/1383002026-06-13T07:49:27Z
dc.title.none.fl_str_mv Training language teachers to sustain self-directed language learning: an exploration of advisers&apos
experiences on a web-based open virtual learning environment
title Training language teachers to sustain self-directed language learning: an exploration of advisers&apos
spellingShingle Training language teachers to sustain self-directed language learning: an exploration of advisers&apos
Bailly, Sophie
Virtual learning environment
Computer-mediated communication
Online collaboration
Self-directed learning and training
Advising practices
Community of practice
title_short Training language teachers to sustain self-directed language learning: an exploration of advisers&apos
title_full Training language teachers to sustain self-directed language learning: an exploration of advisers&apos
title_fullStr Training language teachers to sustain self-directed language learning: an exploration of advisers&apos
title_full_unstemmed Training language teachers to sustain self-directed language learning: an exploration of advisers&apos
title_sort Training language teachers to sustain self-directed language learning: an exploration of advisers&apos
dc.creator.none.fl_str_mv Bailly, Sophie
Ciekanski, Maud
Guély-Costa, Eglantine
author Bailly, Sophie
author_facet Bailly, Sophie
Ciekanski, Maud
Guély-Costa, Eglantine
author_role author
author2 Ciekanski, Maud
Guély-Costa, Eglantine
author2_role author
author
dc.contributor.none.fl_str_mv Repositorio Institucional de la Universitat Politècnica de València Riunet
dc.subject.none.fl_str_mv Virtual learning environment
Computer-mediated communication
Online collaboration
Self-directed learning and training
Advising practices
Community of practice
topic Virtual learning environment
Computer-mediated communication
Online collaboration
Self-directed learning and training
Advising practices
Community of practice
description [EN] This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others. Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.
publishDate 2013
dc.date.none.fl_str_mv 2013
2013-03-16
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://riunet.upv.es/handle/10251/138300
url https://riunet.upv.es/handle/10251/138300
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universitat Politècnica de València
publisher.none.fl_str_mv Universitat Politècnica de València
dc.source.none.fl_str_mv reponame:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
instname:Universitat Politècnica de València (UPV)
instname_str Universitat Politècnica de València (UPV)
reponame_str RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
collection RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300719

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