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Designing e-learning environments to encourage learner autonomy: Creating a framework for development


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Foreign language learning has been increasingly influenced by constructivist approaches to learning and teaching. These approaches, placing the learner at the centre of the teaching and learning experience, requires educationalists to critically review existing teaching strategies, techniques, methods and beliefs. For Japanese medical professionals English has become increasingly important. There is growing need for these professionals to understand and use English at conferences and/or workshops, to keep up to date with medical processes and procedures published in Western medical journals and there are ever increasing opportunities to communicate with other medical staff and patients in English. However, the curricula at medical schools in Japan are so extensive that the time allocated for English classes is usually very limited, which means those classes often do not have the depth or scope to improve the English communication skills of medical students to the level necessary for their future career. This paper explores the development of a design framework that provides learners with the motivation and skills to access learning materials independent of time-tabled study. It outlines how the authors integrated a self-reflective framework and micro-credential / badge ecosystem in the learner centric courses created. It illustrates how this design framework was implemented in a medical terminology course.

Item Type: Paper presented at a conference, workshop or other event, and published in the proceedings
Uncontrolled Keywords: learner autonomy, learner centeredness, constructivism, micro-credentials
Subjects: L Education > L Education (General)
Divisions: Research Facilities > Emerging Technologies Centre
Depositing User: John Clayton
Date Deposited: 04 Jun 2014 21:28
Last Modified: 21 Jul 2023 03:24

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