Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

Autor/inn/en	Sampurna, Jessica; Stickler, Ursula
Titel	Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 8 (2018) 3, S.73-90, Artikel 4 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2018070104
Schlagwörter	Student Participation; Teacher Participation; Electronic Learning; Nonformal Education; Active Learning; Student Projects; English (Second Language); Second Language Learning; Foreign Countries; Web 2.0 Technologies; Material Development; Children; Student Attitudes; Communities of Practice; College Students; Student Volunteers; Indonesia + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Non-formal education; Non formal education; Nichtformale Bildung; Aktives Lernen; Schulprojekt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Lehrmaterialentwicklung; Child; Kind; Kinder; Schülerverhalten; Community; Collegestudent; Indonesien
Abstract	This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01