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The effects of blended learning with a CMS on the development of autonomous learning: A case study of different degrees of autonomy achieved by individual learners
ARTICLE

Computers & Education Volume 61, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The findings of this study support the argument made by many learner autonomy scholars that the road to autonomy is a process conditioned by each individual's zone of proximal development (ZPD) and that there are different degrees of autonomy. The description of behavioural patterns found from the experiment supports this notion. The findings show that once the direction was initiated by the teacher with the help of an external structure like a course management system (CMS), the learners could organise the resources in the system autonomously, took on new learning roles that were different from those in a traditional face-to-face classroom, and eventually they could develop autonomous perceptions and behaviours as an outcome of their engagement in this blended learning environment. The data from four research tools: i.e., questionnaire, student learning journals, interviews and classroom observation are triangulated and amalgamated to increase the validity and reliability of the findings.

Citation

Snodin, N.S. (2013). The effects of blended learning with a CMS on the development of autonomous learning: A case study of different degrees of autonomy achieved by individual learners. Computers & Education, 61(1), 209-216. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.10.004

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