Search results

1

Na drodze do autonomicznego uczenia się w okresie dojrzałej dorosłości

100%

Olejarz M.

Rocznik Andragogiczny

|

2008

|

vol. R. 2008

57-65

EN

The authoress examines the subject of autonomous learning during late adulthood. Referring to the book by Knud Illeris 'Three Dimensions of Learning' and to her own research and didactic experiences, she asks questions about capabilities to learn autonomously during successive stages in the life of an adult, where education, being generally a combination of necessity and capability, is often undertaken as a compromise between one's desires and one's life needs as well as between one's desires and social expectations. The authoress takes particular interest in the period of late adulthood that stretches from the turning point in one's life to the point when one's life comes to an end. According to Knud Illeris it is during this period that an individual is being gradually liberated from the social determinants of learning. In order to explain what this turning point in life may be she refers to the concept of biographical experiencing of floating, proposed by Agnieszka Bron (2006, 2009). The authoress also presents her students' reflections on being autonomous while learning, expressed after the meetings with the members of the University of the Third Age in Zielona Góra. Furthermore, she defines the scope of discourse conducted with the students within the frames of andragogy classes, which was inspired by the questions about autonomy and freedom of learning. In the end, the authoress refers to her own biographical research, which were conducted among part-time students from the borderland region and often focused heavily on education as seen from the point of view of obligation and life necessity.

2

МОДЕРНІЗАЦІЯ МИСТЕЦЬКОЇ ОСВІТИ У ВИЩІЙ ШКОЛІ НА ЗАСАДАХ АВТОНОМНОГО НАВЧАННЯ

80%

Наталія Б.

Педагогічні науки: теорія, історія, інноваційні технології

|

2017

|

issue 5(69)

209-221

EN

The article is aimed at revealing peculiarities, pedagogical tendencies and specific conditions for the introduction of autonomous training of the future art specialists in higher education. The concept of autonomous learning is considered as a process of organizing and systematizing the student’s own learning environment independently or, if necessary, based on the teacher’s instructions. The artistic and pedagogical context of autonomous learning is aimed at preserving the uniqueness of the artistic and creative personality of a future specialist on the basis of a balanced combination of the student’s ability to self-directed artistic and creative development and the preservation of pedagogical support. This training provides students with independence in defining the goals of their learning, developing individual cognitive strategies, and assuming responsibility for learning outcomes through critical reflection. The structure of autonomous learning in the field of art includes the integral unity of mutually determined and interacting components: motivational-orientational, analytical-value, emotional-volitional and artistic-creative. The leading approaches to the development of practical technologies for autonomous artistic training of students in higher education are as follows: enhancement of the personal orientation of the educational process, competence, axiological and acmeological approaches. The introduction of autonomous learning requires the observance of certain pedagogical conditions for awareness of the future specialists themselves as active subjects of the educational process,namely: change of the role of the teacher in the organization of independent student activity, critical assessment of the educational process, activation of creative principles of learning on the basis of increasing communication with practice. Independent training of the future music teachers in higher school involves observing certain stages of the implementation of conditions and methods: first stage – focus on motivational development, second – practical-assimilative, third – effective-corrective. Implementation of the pedagogical conditions of autonomous learning is expedient to implement through modern methods: perspective designing, modeling of professional and creative situations, problem-reflexive teaching material presentation, mutual awareness raising, public demonstration of own artistic achievements (competitions, festivals, competitions), which are aimed at evaluation, self-esteem, adjustment and designing by students of their own educational and creative achievements. We consider promising the development of technology of autonomous learning, which would radically liberate the time for students’ self-creativity.

3

IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA

80%

Ginting D., Djiwandono P. I., Woods R., Lee D.

Teaching English with Technology

|

2020

|

vol. 20

|

issue 1

60-79

EN

An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.

4

ОСОБИСТІСТЬ ВИКЛАДАЧА В СИСТЕМІ АВТОНОМНОГО НАВЧАННЯ ІНОЗЕМНИХ МОВ

70%

Смольникова О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 5(49)

372-379

EN

The article deals with the problem of professional teacher autonomy in the context of foreign languages autonomous learning technology, its place, the role and interaction with the student as a pedagogical dialogue in higher education. Categorical analysis of the notion “teacher autonomy” in the educational process of high school is highlighted. The functional purpose of the teacher as a competent professional who transfers knowledge is shown. It’s revealed that teacher autonomy is seen in several dimensions: freedom to express their own vision regarding the curriculum and methods of mastery and autonomy of the teacher as a professional attribute to develop his/her own autonomy, self-directing of professional development, and as a consequence –learner autonomy. The main task of the teacher becomes the development of learning strategies that promote the ability to plan, manage, assess, monitor their own learning and take correct decisions. Emphasis is on sharing responsibility between a teacher and a learner, as well as their cooperation in educational process. The role of the teacher in the process of autonomous learning is complex and diverse. First, the teacher is not an authoritarian leader who basically transfers knowledge. This is not an obedient executor of the curriculum, but the person who is able to adjust according to the learning situation and tries to implement approaches creatively. However, this does not mean lack of control over teaching, but only shift of the responsibility for the outcome of teacher training, reflection on their own professional activity, standardizing educational process and excessive administrative intervention, which reduces the autonomous teacher qualities. Teacher autonomy promotes updating of his own internal resources for acquiring various levels of professional culture, the need to accumulate new knowledge and raising his own professionalism. It was recognized that the level and development of learner’s autonomy depends on the professional autonomy of teachers. It should be emphasized that teacher’s autonomy is not independence from external social and cultural factors. It is concluded that development of professional teacher autonomy is an important factor of improving of the national education quality.

5

Entre autoformation et autonomie. Le Centre de Ressources en Langues au service de l’apprentissage innovant

70%

Wiater A.

Academic Journal of Modern Philology

|

2020

|

vol. 9

221-231

EN

The article proposes to study the concept of autonomous learning and, more specifically, self-directed learning. The author bases his analysis on the ethnographic research concerning the functioning of the Language Resource Center (LRC), parts of the University of Lille in France. This multimedia space created for different languages learners offers them many opportunities to develop their language skills: computer laboratories, workrooms, many support documents available on site (CD-ROMs, DVDs, original and live TV channels, dictionaries, magazines, journals, reference works). Others, classified according to levels, objectives and skills, can be found on a digital platform and remain available online at any time through a search engine. The LRC gives also the possibilities to meet the language tutors (face-to-face or at a distance) and to participate in different activities offered by them. These various modalities of learning a foreign language are targeted at supporting autonomy, independent learning adapted to the needs, interests and the pace of each learner. The interviews conducted with tutors working in the center allow us to notice numerous positive aspects of LRC activities, but also to detect a few problems resulting largely from the lack of a coherent strategy of action within language studies.

6

Autonomous Learning for English Acquisition in Blended e-Studies for Adults within the Context of Sustainable Development

61%

Bojāre I.

Journal of Teacher Education for Sustainability

|

2016

|

vol. 18

|

issue 1

111-126

EN

Personality integration and self-realisation in the global economy and coevolution with multilingual cultural environment of sustainable learning society by means of technologies actualise the paradigm shift in science, and create the necessity for transdisciplinary research to resolve the problem of transformation of the system of values in the context of acquisition of languages. The research aims to create a holistic model of autonomous learning for English acquisition in blended environment of e-studies in the context of adult non-formal education. The research is done on the basis of the holistic paradigm of the science. Holistic methodology is used for investigation of the holistic system. The research resulted in creating the holistic model and working out the recommendations to facilitate of the transformation of the system of values of participants at the programmes of English acquisition of adult non-formal education. The results of the research are significant for developing the concept of autonomous learning.

7

Möglichkeiten und Grenzen der Ausspracheschulung im DaF-Unterricht in Japan – Ein Versuch zur Entwicklung von Lehr-/Lernmaterialien

51%

Nakagawa J., Tachikawa M.

Linguistische Treffen in Wrocław

|

2018

|

issue 14

139-147

EN

Possibilities and Limitations of Pronunciation Training in DaF-Teaching in Japan – An Attempt to develop Teaching and Learning Materials The aim of our research is to propose a pronunciation syllabus suitable for Japanese learners of German at universities, and to develop teaching and learning materials with phonetic explanations and exercises. The theoretical possibilities and the empirical data we have got so far provide the basis for a pronunciation syllabus for Japanese DaF learners. This consists of those phonological and phonetic features which seem to be crucial as safeguards against breakdowns in communication. Concentrating on these items is likely to be more effective than attending to every detail of German pronunciation. In this paper we explain the process of determining the „core items“ („Kernmerkmale“).

DE

Diese Arbeit stellt das Konzept einer für japanische Deutschlernende an Hochschulen geeignete Ausspracheschulung und dazu ein auf Aussprache spezialisiertes Lehr-/Lernmaterial vor. Wegen normalerweise knapper Unterrichtsstunden für Aussprache soll ein Aussprache-Verzeichnis aufs Wichtigste beschränkt werden. Die phonetischen und phonologischen Eigenschaften, die schwerpunktmäßig behandelt werden sollten, ��werden „Kernmerkmale“ genannt. Sie gelten als Garantie für Verständlichkeit, um mit Gesprächspartnern erfolgreich zu kommunizieren. Die Konzentration auf diese Kernmerkmale ist auch in der Hinsicht effektiv, da sie mit einem Überblick über das Lernziel die Lernenden dabei unterstützt, selbstständig und aktiv mit dem Lernstoff umzugehen.

Refine search results

2 Педагогічні науки: теорія, історія, інноваційні технології

1 Academic Journal of Modern Philology

1 Journal of Teacher Education for Sustainability

1 Linguistische Treffen in Wrocław

1 Rocznik Andragogiczny

1 Teaching English with Technology

2 2020

1 2018

1 2017

1 2016

1 2015

1 2008

1 Bojāre I.

1 Djiwandono P. I.

1 Ginting D.

1 Lee D.

1 Nakagawa J.

1 Olejarz M.

1 Tachikawa M.

1 Wiater A.

1 Woods R.

1 Наталія Б.