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1 décembre 2019
- handle: 10670/1.49dezj
Ce document est lié à :
10.19183/how.26.2.503
info:eu-repo/semantics/openAccess
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Luis Ignacio Herrera Bohórquez et al., « Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning », How, ID : 10670/1.49dezj
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Résumé
Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees' exposure to an online-based peer-tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees' logs, and records of their engagement with the model's internet resources, researchers identified a change in participants' conceptualization of autonomous learning and an impact on their self-directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer-tutoring model favors.