Tales of Online Learner Autonomy: Highlights and Challenges in the Disruptive Age.
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| Title: | Tales of Online Learner Autonomy: Highlights and Challenges in the Disruptive Age. |
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| Authors: | Olobia, Leoncio P.1 leoncio.olobia@lnu.edu.ph |
| Source: | Studies in Self-Access Learning Journal. Sep2024, Vol. 15 Issue 3, p564-574. 12p. |
| Subject Terms: | *Learner autonomy, *Learning, *COVID-19 pandemic, *Critical thinking, *Group work in education |
| Abstract: | When the new normal learning mode capitalized on technologically mediated communication, it created a high learner-content interaction while honing critical thinking and collaborative skills to achieve optimal learning. The disruption brought about by the Covid-19 pandemic instilled a sense of independence and flexibility in learning. The aim of this autoethnography is to consider the accounts of the author's independent learning throughout the pandemic in an online course. The author's comments, insights, and observations, which formed dense descriptions of the lived realities and were interpreted and analyzed through an autoethnographic lens, constituted a significant portion of the data. The findings show that students who engage in online learner autonomy assume complete accountability and exercise control over the learning process, thereby strengthening their capacity for independent and cooperative learning. Students face difficulties when they are overly flexible and independent, which leads to uncritical assessment of the material covered. The problem can be solved by applying critical thinking. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Self-Access Learning Journal is the property of Kanda University of International Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180440761 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Tales of Online Learner Autonomy: Highlights and Challenges in the Disruptive Age. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Olobia%2C+Leoncio+P%2E%22">Olobia, Leoncio P.</searchLink><relatesTo>1</relatesTo><i> leoncio.olobia@lnu.edu.ph</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Studies+in+Self-Access+Learning+Journal%22">Studies in Self-Access Learning Journal</searchLink>. Sep2024, Vol. 15 Issue 3, p564-574. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: When the new normal learning mode capitalized on technologically mediated communication, it created a high learner-content interaction while honing critical thinking and collaborative skills to achieve optimal learning. The disruption brought about by the Covid-19 pandemic instilled a sense of independence and flexibility in learning. The aim of this autoethnography is to consider the accounts of the author's independent learning throughout the pandemic in an online course. The author's comments, insights, and observations, which formed dense descriptions of the lived realities and were interpreted and analyzed through an autoethnographic lens, constituted a significant portion of the data. The findings show that students who engage in online learner autonomy assume complete accountability and exercise control over the learning process, thereby strengthening their capacity for independent and cooperative learning. Students face difficulties when they are overly flexible and independent, which leads to uncritical assessment of the material covered. The problem can be solved by applying critical thinking. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Studies in Self-Access Learning Journal is the property of Kanda University of International Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180440761 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.37237/150313 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 564 Subjects: – SubjectFull: Learner autonomy Type: general – SubjectFull: Learning Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Group work in education Type: general Titles: – TitleFull: Tales of Online Learner Autonomy: Highlights and Challenges in the Disruptive Age. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Olobia, Leoncio P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 21853762 Numbering: – Type: volume Value: 15 – Type: issue Value: 3 Titles: – TitleFull: Studies in Self-Access Learning Journal Type: main |
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