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Using Asynchronous E-learning to Develop Autonomous Learners
PROCEEDINGS

, , Regent University, United States ; , University of Mississippi, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this paper is to propose that the development of learner autonomy is an important educational objective and that e-learning environments can be constructed to facilitate this developmental process. By creating learning activities that require the exhibition of personal initiative, resourcefulness, and persistence, autonomous learning capability can be authentically fostered; however, the sources of self-efficacy information must also be utilized by the instructor in order for learners to increase their beliefs that learning abilities are enhanced. When autonomous learning is recognized by individuals as an effective means to desirable ends and that enactment of its associated behaviors are within personal control, lifelong learning will be promoted. The asynchronous e-learning environment provides an excellent opportunity in effecting this important objective.

Citation

Ponton, M., Derrick, G. & Wiggers, N. (2004). Using Asynchronous E-learning to Develop Autonomous Learners. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1437-1441). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2020 from .

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Cited By

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  • Differences in Learner Autonomy in Online and Face-To-Face Environments

    Gail Derrick & Michael Ponton, Regent University, United States; Nancy Rhea, University of Mississippi, United States; Jonathan Kohns, Regent University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 1992–1997

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