Online peer-tutoring: a renewed impetus for autonomous English learning
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�...
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| Main Authors: | , , |
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| Format: | Book |
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Asociación Colombiana de Profesores de Ingles,
2019-07-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | 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. |
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| Item Description: | https://doi.org/10.19183/how.26.2.503 0120-5927 |