Fostering autonomy in learners with special needs: a
specialized e-learning course

TÓTHOVÁ, Lenka a Jitka SEDLÁČKOVÁ. Fostering autonomy in learners with special needs: a specialized e-learning course. In CercleS 2020. Language Centres at a Crossroads: Open Directions for New Generations of Learners. 2020.

Další formáty: BibTeX LaTeX RIS

TY  - CONF
ID  - 1727670
AU  - Tóthová, Lenka - Sedláčková, Jitka
PY  - 2020
TI  - Fostering autonomy in learners with special needs: a specialized e-learning course
KW  - e-learning
KW  - higher education students with special needs
KW  - deaf
KW  - hard of hearing
KW  - mobilities
KW  - autonomy
KW  - feedback provision
KW  - social interaction;
UR  - https://www.cjv.muni.cz/aktualne/aktuality/mezinarodni-konference-cercles-2020
N2  - In the context of a complex and rapidly changing educational environment, international engagement has become a priority and is regarded as a means to improve the quality of education and the future social and professional success of the students. Some of the internationalization strategies may, however, pose a major challenge for some higher education students. One of the vulnerable groups are learners with special needs, and particularly, deaf and hard of hearing students. This group of learners is limited in the chances to interact in spoken/written foreign languages and the learning opportunities they can join (Sedláčková & Kontra, in press). This, by extension, has an unfavourable impact on this group's possibilities of engaging in study stays abroad, which is an area where the learners with hearing loss are heavily underrepresented. Based on the experience with the newly launched e-learning course Online English for International Mobilities the present paper discusses the need for building effective FL learning strategies in deaf and hard of hearing students in connection to the process of academic internationalization. The presenters argue for the need to foster the students' autonomy as FL learners, which would lead to reducing their teacher dependency and reliance on directed learning, encouraging them take responsibility for their own learning. The applied approach to foster these skills will be practically exemplified. Secondly, the paper provides a comparison of two pilot runs of the course from the point of view of (online) classroom dynamics and cooperation. While the course is built to be as autonomous as possible and benefits from the advantages of the e-learning format, great importance is given to group dynamics and cooperation via discussion fora and online chats. It also takes advantage of the considerable benefits of individualized and personalized feedback provided by the teachers on selected assignments.
ER  -

Základní údaje
Originální název	Fostering autonomy in learners with special needs: a specialized e-learning course
Autoři	TÓTHOVÁ, Lenka (203 Česká republika, domácí) a Jitka SEDLÁČKOVÁ (203 Česká republika, domácí).
Vydání	CercleS 2020. Language Centres at a Crossroads: Open Directions for New Generations of Learners. 2020.

Další údaje
Originální jazyk	angličtina
Typ výsledku	Prezentace na konferencích
Obor	50302 Education, special
Stát vydavatele	Česká republika
Utajení	není předmětem státního či obchodního tajemství
WWW	URL
Kód RIV	RIV/00216224:14750/20:00117738
Organizační jednotka	Středisko pro pomoc studentům se specifickými nároky
Klíčová slova česky	e-learning; vysokoškolští studenti se specifickými potřebami; neslyšící; nedoslýchaví; mobility; autonomie; zpětná vazba; sociální interakce
Klíčová slova anglicky	e-learning; higher education students with special needs; deaf; hard of hearing; mobilities; autonomy; feedback provision; social interaction;
Příznaky	Mezinárodní význam
Změnil	Změnila: Mgr. et Mgr. Lenka Tóthová, Ph.D., učo 133415. Změněno: 13. 1. 2021 15:29.

Anotace

In the context of a complex and rapidly changing educational environment, international engagement has become a priority and is regarded as a means to improve the quality of education and the future social and professional success of the students. Some of the internationalization strategies may, however, pose a major challenge for some higher education students. One of the vulnerable groups are learners with special needs, and particularly, deaf and hard of hearing students. This group of learners is limited in the chances to interact in spoken/written foreign languages and the learning opportunities they can join (Sedláčková & Kontra, in press). This, by extension, has an unfavourable impact on this group's possibilities of engaging in study stays abroad, which is an area where the learners with hearing loss are heavily underrepresented. Based on the experience with the newly launched e-learning course Online English for International Mobilities the present paper discusses the need for building effective FL learning strategies in deaf and hard of hearing students in connection to the process of academic internationalization. The presenters argue for the need to foster the students' autonomy as FL learners, which would lead to reducing their teacher dependency and reliance on directed learning, encouraging them take responsibility for their own learning. The applied approach to foster these skills will be practically exemplified. Secondly, the paper provides a comparison of two pilot runs of the course from the point of view of (online) classroom dynamics and cooperation. While the course is built to be as autonomous as possible and benefits from the advantages of the e-learning format, great importance is given to group dynamics and cooperation via discussion fora and online chats. It also takes advantage of the considerable benefits of individualized and personalized feedback provided by the teachers on selected assignments.

VytisknoutZobrazeno: 29. 3. 2023 10:10

Fostering autonomy in learners with special needs: a specialized e-learning course

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