ONLINE LEARNER COMMUNITIES FOR FOSTERING AUTONOMOUS LEARNING BEYOND THE CLASSROOM

Abstract: With the prevalence of the 5G wireless standard and other forms of mobile technology in the 21st century, autonomous learning beyond the classroom has generated heated discussions. However, it is probable that learners who have access to technology will use it to support their informal learning efforts (Colugh et al., 2009). Many people will agree that 2020 was a year that will be impossible to forget due to COVID-19, which has directly affected millions of lives in terms of health and has reshaped almost every facet of human life (including education). For example, Tam and El-Azar (2020) claim the pandemic has reshaped education because most universities and schools around the world have been forced to adopt online teaching modes to prevent the spread of virus while continuing to deliver their programmes and courses; students have been required to stay at home and interact online with their tutors and peers, either synchronically or asynchronously. In this new era, people are also being urged to update their learning skills and become lifelong learners to keep up with transformations like these (Laal & Salamati, 2012). In other words, learning has become a part of life a true lifestyle. Thus, learners seek to use whatever techniques, resources, and tools are most suitable for their learning needs and personal preferences beyond the classroom (Colugh et al., 2009). For example, learners can choose to explore the colossal library of the World Wide Web on their own. In contrast, they can also make good use of social networking platforms to learn collaboratively in online learning environments using smartphones or iPads. According to Ke and Hoadley (2009), the concept of autonomous learning has been successfully integrated into the notion of online learning communities (OLCs), which has become a growing feature in the landscape of educational technology. Whether by accident or intent, learners can enter informal social network sites and engage in language learning, entertainment, and socializing (Lomicka & Lord, 2009). In these settings, they can participate and interact with others as a group and provide/receive feedback. The research of Wu et al. (2017) demonstrated that students become autonomous learners after engaging in OLCs because of “more time engagement in the instruction, lively interaction, and constructive feedback” (p. 151). In this chapter, we will discuss how OLCs can promote autonomous learning, especially in informal settings after classroom learning takes place. First, some key concepts are reviewed, such as learner autonomy, self-directed learning (SDL), a community of practice, and an OLC. We then discuss the implications of using OLCs for facilitating autonomous learning in informal settings, followed by suggestions for future directions of autonomous learning beyond the classroom. Finally, we provide three reflective questions and three annotated Recommended readings tips for individuals wishing to learn more about this topic.

Author(s): Wenli Wu and Qing Ma

Date Published: 2022

Depositing User: Selina Gondwe

DOI: DOI: 10.4324/9781003048169-2

Page(s): 258-270

Publication Title: The Routledge Handbook of Language Learning and Teaching Beyond the Classroom

Subject(s): Education

Type of publication: Jornal