Schweinhorst (2003) discusses the framework of CMC in three different perspectives: the individual-cognitive, the social-interactive, and the experimental-participatory, which are interdependent to each others. Indeed, they all help both learners and educators to reflect upon the awareness on language development through technology.
This article gives me a strong call on promoting web-based autonomous learning in adult continuing education. Nowadays, free online educational websites are easily acessible and adult students should learn to make good use of them due to their limited time spends on lessons. However, they should be aware the pedagogical value of them at first, and teachers must be the essential ones to faciliate them.
Long Live the Rubber Duck!
11 years ago
Thanks for your sharing. I think beside the pedagological value, we teachers should provide sufficienct scaffolding and corrective feedback to our students. Otherwise, it will be a totally a mess since our students may feel confused and don't know what/how to do.
ReplyDeleteI also thought of using tandem learning to raise learning effectiveness and learners’ motivation in adult continuing education. Most of the learning in various continual colleges encourages guided learning mode, which requires a high level of students' autonomy towards learning. In order to achieve the learning goals, students have to monitor their learning progress. Tandem learning is really suitable for them, with the condition that tandem partners are of similar learning goals and background.
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