| dc.creator |
Chris King |
|
| dc.date |
2011-12-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:05:17Z |
|
| dc.date.available |
2015-07-20T22:05:17Z |
|
| dc.identifier |
2185-3762 |
|
| dc.identifier |
https://doaj.org/article/fecc3053e6e14e57b5fa5eaed4be6632 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/9641 |
|
| dc.identifier.uri |
https://doaj.org/article/fecc3053e6e14e57b5fa5eaed4be6632 |
|
| dc.description |
This article reports on the potential impact on learner attitudes and behaviour from the use of a set of guided self-directed learning worksheets. The study consisted of a before and after questionnaire with a portfolio of activities that became progressively less teacher directed. Each activity had a section for learner reflection. Final reflective comments were captured at the end of the portfolio. Data collected from both questionnaires and from reflective comments was analysed using a grounded theory approach (Strauss and Corbin, 1998). While it is recognised that this study is a classroom-based research project with a small number of participants, and that the data collected is learner-reported, the findings are nevertheless important and suggest that such portfolios can be successful both in promoting the use of self-access centres and in fostering learner autonomy. |
|
| dc.language |
English |
|
| dc.publisher |
Kanda University of International Studies |
|
| dc.relation |
http://sisaljournal.org/archives/dec11/king/ |
|
| dc.relation |
https://doaj.org/toc/2185-3762 |
|
| dc.source |
Studies in Self-Access Learning Journal , Vol 2, Iss 4, Pp 257-267 (2011) |
|
| dc.subject |
self-access centres |
|
| dc.subject |
learner autonomy |
|
| dc.subject |
portfolios |
|
| dc.subject |
success story |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Fostering Self-directed Learning through Guided Tasks and Learner Reflection |
|
| dc.type |
Article |
|