BUILDING A MODEL TO FLOURISH SELF-DETERMINED LEARNERS BEYOND THE CLASSROOM
Self-Directed Learning and Advising in Language Education, Ankara, Türkiye, 24 Nisan 2021, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Ankara
- Basıldığı Ülke: Türkiye
- Ankara Yıldırım Beyazıt Üniversitesi Adresli: Evet
Özet
Learning, similar to natural ecology, entails a system which involves the interaction of
various learners, teachers, materials and other elements. Likewise, from an ecological
perspective of learner autonomy, it is vital that learners have the opportunity to access
information, identify their values, know the self, and manage their cognitive and
affective states in their learning environment and project their voice within their
community of practice [1]. Therefore, the development of autonomy is dialogical in that
it is socially created, yet appropriated, and made one’s own. As for the self-directed
learning, since one of the main objectives of advising is to support learner autonomy [2],
the Learning Advisory Program Unit of Ankara Yıldırım Beyazıt University (AYBU
LAP) provides learners with autonomy-supportive learning environments. Specifically,
in the context of AYBU-SFL, the LAP CLUB Program was designed for learners to
become metacognitively and meta-affectively prepared for the foreign language learning
process, by engaging in peer reflective dialogues while implementing conceptualised
learning advising tools within synchronous online sessions. It was aimed to implement
and evaluate a program based on an empirically based theory, Self-Determination
Theory (SDT) [3], and Subjective Well-Being (SWB) [4] which is the core concept of
positive psychology and reflective dialogue-based learning advising practices [5]. Its
resources were created with the related learning outcomes of activity series and all the
content was implemented within the scope of the Equipped for Future (EFF)
Implementation Framework and Standards [6], which aims to donate learners with
effective language skills as well as 21st-century skills helping them to improve life skills
and academic performance. The preliminary findings from a qualitative analysis of selfreflective post-session surveys suggest that the program provides an autonomysupportive climate which can foster satisfaction of learners’ needs for autonomy,
competence, and relatedness. Drawing on the theoretical underpinnings of SDT and EFF
Implementation Framework to interpret this evidence within the context of group
advising, this session suggests that the LAP CLUB Model can play an important role to
support learners to become self-determining individuals as members of a wider
community.