Affiliation:
1. Ege University, Turkey
Abstract
Online learning can be useful for designing instruction with its asynchronous or synchronous forms. The teachers can reduce time and space limitations and support learners with additional materials in a cost-effective way. However, online learning heavily depends on learner characteristics/profile and course design. Even though it provides the flexibility of designing courses for different learner needs, motivation and learner responsibility remain unsolved problems. On the other hand, we can boost learner's autonomy with our course design. Autonomous learner profile is a perfect fit for online learning because of the flexibility for the learners. In this chapter, the authors define learner autonomy, describe its role in online course design, go over key elements in online course design and management, and give design tips for boosting learner autonomy in both synchronous and asynchronous online courses.
Reference86 articles.
1. Abd Halim, N. D., Ali, M. B., & Yahaya, N. (2010). Personalized learning environment: a new trend in online learning. Education Postgraduate Research Seminar.
2. An adaptable and personalised e-learning system applied.;E.Aeiad;Education,2018
3. Akay, S., Gültekin, K., Şafak, E., Çakır, S., & Kaban, L. A. (2021). The Perceptions of English Preparatory School Instructors on Online Education Through the Community of Inquiry in the Covid-19 Process. EDEN 2021 Virtual Annual Conference.
4. Almasi, M., & Zhu, C. (2020). Investigating students’ perceptions of cognitive presence in relation to learner performance in blended learning courses: a mixed-methods approach. Electronic Journal of e-Learning, 18(4), 323-335.
5. Three generations of distance education pedagogy
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献