Academic Scientific JournalsFostering an autonomous approach as a key to successful remote learning during the covid pandemic
DOI:
https://doi.org/10.26881/bp.2022.4.03Keywords:
AMO model, autonomy, awareness, distance learningAbstract
The purpose of this article is to call for greater attention to the expanding problem of fostering autonomous approach, which may prove to be the key to changing the common perception of remote learning and be the source of its success. Drawing on the ability, motivation and opportunity (AMO) framework, this conceptual paper integrates research on learning and teaching approaches in the light of emerging realities to present the potential and benefits of a remote learning model based on autonomous practice and increased awareness. A case is made that fundamental work is necessary to contribute to a positive change in public attitudes towards remote learning and to increase its effectiveness. Current debates on the potential for developing the latest teaching recommendations are also extended, considering the benefits of promoting autonomous approaches with a particular reference to distance learning settings.
Downloads
References
Abbasi, Sahar et al. (2020). “Perceptions of students regarding E-learning during Covid-19 at a private medical college”. Pakistan Journal of Medical Sciences 36 (COVID19-S4): 57–61.
Abramson, Ashley (2020). “COVID-19 Special Report: Enhancing online learning”. Monitor on Psychology 51/4: 57–61.
Amir, Lisa R et al. (2020). “Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia”. BMC Medical Education 20/1: 1–8.
Anthonysamy, Lilian (2021). “The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic”. Education and Information Technologies 26/6: 6881–6899.
Alonazi, Saleema (2017). “The role of teachers in promoting learner autonomy in secondary schools in Saudi Arabia”. English Language Teaching 10/7: 183–202.
Armstrong, Michael, Duncan Brown (2019). Strategic Human Resource Management: Back to the Future? Institute for Employment Studies. Report 517.
Asgari, Shadnaz et al. (2021). “An observational study of engineering online education during the COVID-19 pandemic”. PLoS One 16/4: e0250041.
Benson, Phil, Alice Chic, Xuesong Gao, Jing Huang, Wenfeng Wang (2009). “Qualitative research in language teaching and learning journals 1997–2006”. The Modern Language Journal 93/1: 79–90.
Bouwmans, Machiel, Piety Runhaar, Renate Wesselink, Martin Mulder (2017). “Stimulating teachers’ team performance through team-oriented HR practices: The roles of affective team commitment and information processing”. The International Journal of Human Resource Management 30/5: 856–878.
Boxall, Peter, John Purcell (2003). Strategy and Human Resource Management. First Edition. New York: Palgrave Macmillan.
Boxall, Peter, John Purcell (2016). Strategy and Human Resource Management. Fourth Edition. New York – London: Palgrave Macmillan.
Brophy, Jere (2010). Motivating Students to Learn. Third Edition. New York: Routledge.
Chin, Edwin, Mei Williams, Joanne Taylor, Shane Harvey (2017). “The influence of negative affect on test anxiety and academic performance: an examination of the tripartite model of emotions”. Learning and Individual Differences 54: 1–8.
Dam, Leni (2000). “Evaluating autonomous learning”. In: Barbara Sinclair, Ian McGrath, Terry Lamb (eds.). Learner Autonomy, Teacher Autonomy: Future Directions. Longman: Harlow, 48–59.
Demetriou, Loucia, Lydia Keramioti, Demetris Hadjicharalambous (2021). “Examining the relationship between distance learning processes and university students` anxiety in times of COVID19”. European Journal of Social Sciences Studies 6/2: 123–140.
Dhawan, Shivangi (2020). “Online learning: A panacea in the time of COVID-19 crisis”. Journal of Educational Technology Systems 49/1: 5–22.
Dörnyei, Zoltán, Ema Ushioda (2013). Teaching and Researching: Motivation. Routledge.
Everhard, Carol J. (2015). “The assessment-autonomy relationship”. In: Carol J. Everhard, Linda Murphy (eds.). Assessment and Autonomy in Language Learning. Basingstoke, UK: Palgrave Macmillan, 8–34.
Federowicz, Michał, Krzysztof Biedrzycki, Marcin Karpiński, Ludmiła Rycielska (2015). Dynamika przemian w edukacji i diagnoza problemów do rozwiązania. Warszawa: Instytut Badań Edukacyjnych.
Gałązka, Alicja, Anna Gębka-Suska, Czesław Suska (2017). Autonomia ucznia. Warszawa: Ośrodek Rozwoju Edukacji.
Georgiou, Maria (2018). “Issues that revolve around the concepts of distance education and e-learning”. Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madrid, Spain, July 17-19). In: International Conference e-Learning, 205–209.
Hartnett, Maggie (2016). Motivation in Online Education. Singapore: Springer.
Hayat, Ali, Karim Shateri, Mitra Amini, Nasrin Shokrpour (2020). “Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model”. BMC Medical Education 20/1: 1–11.
Holec, Henri (1981). Autonomy and Foreign Language Learning. Oxford – New York: Pergamon Press.
Jaggars, Shanna Smith (2014). “Choosing between online and faceto-face courses: Community college student voices”. American Journal of Distance Education 28: 27–38.
Klimas, Anna (2017). “A goal-setting logbook as an instrument fostering learner autonomy”. In: Mirosław Pawlak et al. (eds.). Autonomy in Second Language Learning: Managing the Resources. Switzerland: Springer International Publishing, 21–33.
Knox, John (2017). “Participant perspectives and critical reflections on language teacher education by distance”. Australian Journal of Teacher Education 42/5: 66–86.
Kongchan, Chada (2008). “Using learning profiles to inspire effective consultations”. rEFLections 4: 15–30.
Lamb, Terry (2008). “Learner autonomy and teacher autonomy: Synthesising an agenda”. In: Terry Lamb, Hayo Renders (eds.). Learner and Teacher Autonomy: Concepts, Realities and Responses. Amsterdam: John Benjamin, 269–284.
Lee-Post, Anita, Holly Hapke (2017). “Online learning integrity approaches: current practices and future solutions”. Online Learning 21: 135–145.
Little, David (2000). “We’re all in it together: Exploring the interdependence of teacher and learner autonomy”. In: Leena Karlsson, Felicity Kjisik, Joan Nordlund (eds.). All Together Now. Helsinki: University of Helsinki Language Centre, 45–56.
Little, David (2003). “Learner autonomy and second/foreign language learning”. In: CIEL Language Support Network (eds.). The Guide to Good Practice for Learning and Teaching in Languages, Linguistics and Area Studies. Available at https://www.researchgate.net/publication/259874624_Learner_autonomy_and_secondforeign_language_learning.
Ma, Qiangqiang (2021). “The role of teacher autonomy support on students’ academic engagement and resilience”. Frontiers in Psychology 12: 778581.
Marantika, Juliaans (2021). “Metacognitive ability and autonomous learning strategy in improving learning outcomes”. Journal of Education and Learning 15/1: 88–96.
Marin-Garcia, Juan, Juan Martinez Tomas (2016). “Deconstructing AMO framework: A systematic review”. Intangible Capital 12/4: 1040–1087.
Mohammadi, Moloud, Arefe Amini Faskhodi (2020). “Modeling AMO factors affecting English teachers’ performance using system dynamics”. Language Teaching Research Quarterly 16: 22–39.
Moore, Michael Grahame (2007). “Theory of transactional distance”. In: Michael Grahame Moore (ed.). Handbook of Distance Education. Lawrence Erlbaum Associates, 89–103.
Oates, Sue (2019). “The importance of autonomous self-regulated learning in primary initial teacher training”. Frontiers in Education 4:102.
Okada, Alexandra, Kieron Sheehy (2020). “Factors and recommenda-tions to support students’ enjoyment of online learning with fun: A mixed method study during COVID-19”. Frontiers in Education. Vol. 5. 584351: 1-18.
Othman, Norasmah, Mohd Amiruddin (2010). “Different perspectives of learning styles from VARK model”. Procedia – Social and Behavioral Sciences 7: 652–660.
Paul, Jasmine, Felicia Jefferson (2019). “A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016”. Frontiers in Computer Science. Vol. 1. 1–9.
Pawlak, Mirosław (2019). “Czym są różnice indywidualne w nauce języka obcego i jak sobie z nimi radzić?”. Języki Obce w Szkole 2: 5–12.
Pelikan, Elisabeth, Selma Korlat, Julia Reiter, Julia Holzer (2021). “Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study”. PLOS ONE 16/10: e0257346.
Pintrich, Paul R. (2003). “A motivational science perspective on the role of student motivation in learning and teaching contexts”. Journal of Educational Psychology 95/4: 667–686.
Pishghadam, Reza, Ali Derakhshan, Kiyana Zhaleh, Liqqa Habeb AlObaydi (2021). “Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A crosscultural study of Iranian and Iraqi students’ perceptions” Current Psychology 40/4: 1–15.
Rahman, Abd (2018). “Building autonomous learners in English as a foreign language (EFL) classroom”. Advances in Social Science, Education and Humanities Research 115: 231–234.
Ryan, Thomas G., Mary Toye, Kyle Charron, Gavin Park (2012). “Learning management system migration: An analysis of stakeholder perspectives”. The International Review of Research in Open and Distributed Learning 13: 220–237.
Ryan, Richard M., Edward L. Deci (2020). “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions”. Contemporary Educational Psychology 61: 101860.
Schunk, Dale H., Paul R. Pintrich, Judith R. Meece (2014). Motivation in Education: Theory, Research and Applications. London: Pearson Higher Education.
Sierens, Eline, Maarten Vansteenkiste, Luc Goossens, Bart Soenens (2009). “The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning”. British Journal of Educational Psychology 79 (Pt 1): 57–68.
Szulc, Joanna M., Rachel Smith (2021). “Abilities, motivations, and opportunities of Furloughed employees in the context of covid-19: preliminary evidence from the UK”. Frontiers in Psychology 12: 635144.
Toporek, Magdalena (2021). “Autonomous approach to English language learning and teaching in senior classes of secondary school”. Progress 9–10: 201–221.
Watkins, Ryan, Doug Leigh, Donald Triner (2004). “Assessing readiness for e‐learning”. Performance Improvement Quarterly 17/4: 66–79.
Wilczyńska, Weronika (2002). Wokół autonomizacji w dydaktyce języków obcych. Poznań: Wydawnictwo Naukowe UAM.
Wiśniewska, Halina (2017). “Learner autonomy: The role of educational materials in fostering self-evaluation”. In: Mirosław Pawlak, Anna Mystkowska-Wiertelak, Jakub Bielak (eds.). Autonomy in Second Language Learning: Managing the Resources. Cham: Springer, 85–98.
Wu, Sheng (2021). “How teachers conduct online teaching during the COVID-19 pandemic: A case study of Taiwan”. Frontiers in Education 6: 1–11.
Yan, Shanghais (2012). “Teacher’s roles in autonomous learning”. Journal of Sociological Research 3/2: 557–562.
