| Autor: |
Luis Ignacio Herrera Bohórquez, José David Largo Rodríguez, John Jairo Viáfara González |
| Jazyk: |
angličtina |
| Rok vydání: |
2019 |
| Předmět: |
|
| Zdroj: |
HOW, Vol 26, Iss 2, Pp 12-31 (2019) |
| Druh dokumentu: |
article |
| ISSN: |
0120-5927 |
| DOI: |
10.19183/how.26.2.503 |
| Popis: |
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. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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