Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
}
TY - CHAP
T1 - Fostering Learner Control in an Online Beginner German as a Foreign Language Course
AU - Banitz, Brita
AU - Lanners-Kaminski, Patricia
PY - 2023/4/7
Y1 - 2023/4/7
N2 - Learner control is vital in self-directed learning within technology-enhanced language learning. Yet, to date, there is little discussion about learner control in beginners' classes with technology-enhanced learning novices in online contexts. The present study investigates how an online beginners' German as a foreign language course fosters learner control. Two components of the class, synchronous live meetings, and an asynchronous online component were analyzed for specific aspects assumed to cultivate learner control. The study takes a case study approach and is based on Pilling-Cormick's self-regulated and directed technology-enhanced learning model. A survey and interviews were conducted to answer the research question: To what degree does the online course foster learner control, if at all? The results reveal that despite a general dislike of online learning and little to no technology-enhanced learning experience, learner control was fostered to a high degree.
AB - Learner control is vital in self-directed learning within technology-enhanced language learning. Yet, to date, there is little discussion about learner control in beginners' classes with technology-enhanced learning novices in online contexts. The present study investigates how an online beginners' German as a foreign language course fosters learner control. Two components of the class, synchronous live meetings, and an asynchronous online component were analyzed for specific aspects assumed to cultivate learner control. The study takes a case study approach and is based on Pilling-Cormick's self-regulated and directed technology-enhanced learning model. A survey and interviews were conducted to answer the research question: To what degree does the online course foster learner control, if at all? The results reveal that despite a general dislike of online learning and little to no technology-enhanced learning experience, learner control was fostered to a high degree.
U2 - 10.4018/978-1-6684-7275-0.ch014
DO - 10.4018/978-1-6684-7275-0.ch014
M3 - Chapter (peer-reviewed)
SN - 9781668472750
T3 - Handbook of Research on Language Teacher Identity
SP - 241
EP - 268
BT - Handbook of Research on Language Teacher Identity
A2 - Karpava, Sviatlana
PB - IGI Global Publishing
CY - Hershey, Penn.
ER -