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Learner autonomy among Malaysian adult learners through asynchronous online discussions

机译：通过异步在线讨论，马来西亚成人学习者享有学习者自主权

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The use of computer-mediated communication (CMC) in course offerings in institutions of higher learning (IHLs) is seen as the catalyst towards producing autonomous lifelong learners. This paper explores Malaysian adult learners’ views of participating in asynchronous online discussions,udone mode of asynchronous computer-mediated communication (ACMC), in a private university in Malaysia as a means of aiding them to become autonomous learners in the areas of planning, monitoring and decision making. The sample population comprised sixteen third-year adult courseudrespondents (n=16) enrolled in the Listening and Speaking Course (LSC) for their Bachelor in Education (TESL) degree program. The sample comprised six (n=6) case respondents and one tutor (n=1). This descriptive case study employed a mixed method approach. Quantitative data were collected through a survey questionnaire, whereas qualitative data were obtained by analysing threaded asynchronous online interactions (AOI), conducting semi-structured interviews and analysing case respondents’ learning logs. The Þndings revealed that generally course respondents rated their abilities in planning, monitoring and decision making as average. In-depth analysis of six case respondents’ abilities also showed average abilities (overall average score = 3.3) in all three aspects of learner autonomy. This study has shown that online discussions have the potential in aiding learners in taking charge of their own learning, thus paving the way for learner autonomy. These Þndings augur well for local and global IHLs as ACMC is seen as the next e-wave of the future. However, for students to benefit from quality asynchronous online discussions, it must be accompanied by an effective follow-up system backed by dedicated educators
机译：在高等院校（IHL）的课程中使用计算机介导的交流（CMC）被视为培养自主终身学习者的催化剂。本文探讨了马来西亚成年学习者在马来西亚一所私立大学中参与异步在线讨论，异步计算机介导通信的无声模式（ACMC）的观点，以此来帮助他们成为规划领域的自主学习者，监控和决策。样本人群包括16名成人三年级课程不速之客（n = 16），他们参加了教育学士（TESL）学位课程的听力和口语课程（LSC）。该样本包括六名（n = 6）案例受访者和一名导师（n = 1）。此描述性案例研究采用了混合方法。通过调查问卷收集定量数据，而定性数据则通过分析线程异步在线交互（AOI），进行半结构化访谈以及分析案例受访者的学习日志来获得。结果表明，总体而言，课程答卷者将他们在计划，监控和决策方面的能力评为平均水平。对六个案例受访者的能力进行的深入分析还显示，学习者自主性的所有三个方面的平均能力（总体平均分数= 3.3）。这项研究表明，在线讨论有可能帮助学习者掌控自己的学习，从而为学习者的自主性铺平道路。由于ACMC被视为未来的下一波电子浪潮，这些发现对于本地和全球IHL都是一个好兆头。但是，要使学生从高质量的异步在线讨论中受益，必须有一个由专门的教育工作者支持的有效的跟进系统

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