Learner Choice Research Articles

Learning technologies for adult continuing education

This paper discusses three technologies used in an adult continuing education Masters programme: blogging, learning objects and e-portfolios. My reflections on their use and on the literature underpinning their use form the basis of the discussion. All three of these technologies were used to promote self-directed learning, reflection and learner choice in the activities undertaken. Although these technologies were very successful for our students, the paper concludes that adult learners who take an online Masters programme are not typical of all adult learners, much less all adults.

Pre-reading materials from subject matter texts—Learner choices and the underlying learner characteristics

In this study, attempts were made to design pre-reading materials for EAP reading using resources available from the subject matter texts. These materials were considered more facilitative in motivating learners to read and helping them to understand rather than to decode the texts. EFL college participants read three articles with three types of pre-reading materials—Vocabulary List, Self-Appraisal, and Case Study. Vocabulary Lists served as a more traditional method to be compared with the other two alternative approaches. Self-Appraisal and Case Study were designed for perceptual and inquiry arousal, respectively. After completion of three reading lessons with three different types of pre-reading materials, participants were asked to choose their most and least preferred ones and indicate their reasons. First, two-way contingency table analyses were conducted to examine the preference pattern. Second, comparisons were made among choice groups to see if students with different choices differed significantly in motivational orientation and EFL proficiency as measured in pre-tests. The results showed that students disliking Case Study had lower general academic motivation and EFL reading comprehension than those disliking Self-Appraisal. It is suggested that learner characteristics be considered so that more appropriate facilitation for EAP reading can be provided.

Challenges of biological realism and validation in simulation-based medical education

Simulation, both physical and computer-based, has a rich history in support of medical education. Essentially all these efforts have been aimed at instilling concrete measurable skills, akin to vocational training. They present learners with choices, facilitating a degree of learning by doing. The sets of learner choices are usually limited, with choices clearly classified into "right" and "wrong". But much of medicine is not much like a multiple-choice test. The realm of choices is broad and not always easily converted to a short list. The "correct" answer is not always known by the experienced physician beforehand, sometimes not even after the die is cast and the future unfolds. Computer simulation of human disease and its treatment can in principle be tremendously useful in the education of both basic and clinical scientists. This paper describes some challenges in the construction of simulation-based "liberal arts" biomedical education. The educator attempting to develop a learning environment based on simulation of biology faces some special challenges. The challenges addressed in this paper are: face validity and deep validity; finding the right degree of realism; authoring biomedical models efficiently; managing randomness. To illustrate the issues, we trace the history of the Oncology Thinking Cap throughout several versions and expansions of educational objectives, and describe the detection and remediation of shortcomings related to these issues. Dealing effectively with issues of validity and realism can be accomplished if the acquisition of information driving and justifying the model development choices is documented, preferably automatically, during the process. Efficiency in authoring is greatly enhanced by judicious modularity to encourage re-use, and by the use of templated statements rather than raw code or exotic graphical components to represent the instructions driving the model. Randomness can be used to familiarize learners with the true relative proportions of types of cases, or to enrich the encountered cases with rarer but more instructive cases. When a learner repeats an encounter with a scenario while changing a single option, proper management of randomness is essential to avoid artifacts of random number generators. Otherwise an outcome change caused by a shift in random number streams may masquerade as an outcome change due to the changed option. Effective use of computer simulation of human disease and its treatment for biomedical education faces daunting obstacles, but these problems can be solved.

Second Language Acquisition of Variable Structures in Spanish by Portuguese Speakers

This study provides a model for examining the second language (L2) acquisition of structures where the first language (L1) and L2 are similar, and where native speaker (NS) use varies. Research on the copula contrast in Spanish (ser and estar mean “to be”) has shown that an assessment of learner choice cannot rely on an error analysis (Geeslin, 2001, 2003a; Geeslin & Guijarro‐Fuentes, 2004). Obligatory contexts are difficult to identify because norms for copula use with adjectives are changing (Silva‐Corvalán, 1994; Guijarro‐Fuentes & Geeslin, in press) and NSs vary in their choices for a given context (Geeslin, 2003a). A more effective approach to assessing the acquisition of variable structures incorporates statistical models that identify features of the discourse that best predict copula choice for NSs and nonnative speakers (NNSs). Our research design, which incorporates semantic and discourse‐pragmatic constraints, is the first to apply this approach to the acquisition of L2 Spanish by Portuguese‐speaking learners. Because Portuguese also possesses copula choice, unlike previously researched L1s, our research also shows that the L2 and the L1 can be compared through analyses based on discourse features and the degree to which each predicts copula choice.Three participant groups were studied: NSs of Spanish (N = 19), Portuguese‐speaking NNSs of Spanish (N = 11), and NSs of Portuguese (N = 11). Thus, our definition of NS targets comes from two separate sociolinguistic studies in addition to our study of L2 data. The data elicited using a 28‐item contextualized preference task were coded and analyzed according to seven discourse features present in each [copula + adjective] context. Results show that both groups of NSs share the same four predictors, differing only in the level of significance of each. In contrast, the Portuguese NNSs of Spanish are different from each of the other two groups. Our study connects work on the acquisition of Spanish by Portuguese learners to the growing body of research on L2 variation.

Applying multimedia instruction in e‐learning

The trend towards the use of the Internet in academia is clear with a number of courses using the Web for the delivery of course material. Flexible access to information and resources are key attributes of online educational technologies, and learner choice is at the heart of the concept of flexible access. This incorporates the facility to access subject matter content and support at a time, place and pace that is suitable and convenient for the individual learner. In this paper we describe the designing of multimedia instruction in a Slovenian context. Some practical advice for structuring and designing are given. The advantages of such instruction are described and students' opinions about studying with the help of multimedia instruction are presented.

Factors Determining a Learner's Choice of the Online Learning vs. Traditional Classroom Learning

Factors Determining a Learner's Choice of the Online Learning vs. Traditional Classroom Learning

Acquiring motion verbs in a second language: The case of Italian L2

The contribution is devoted to the lexicalization strategies of intransitive motion events in the acquisition of Italian as a second language. According to the theoretical framework of lexical typology here adopted, different lexicalization strategies of the components of the conceptual structure of spatial localization events found to occur in different languages have been subsumed under the types of V-framed and S-framed languages. In V-framed languages the Path component is expressed within the verb root, as in Italian uscire; in S-framed languages it is expressed by another element in the clause, originally called the satellite, as in German ausgehen (Talmy 1991 e 2000b). However, straightforward attribution to a definite type may be challenged, as illustrated by Italian. The data considered consist of audiorecorded narratives of the Frog Story (Mayer 1969) produced by twelve tutored advanced German/Dutch and English learners of Italian L2. The analysis focuses first on the lexical types expressing intransitive motion events found in the data. In a second step, the means used by the learners for the expression of the Path of motion are analyzed: The locus of the expression can be the verbal root, an adverbial phrase or an adnominal phrase, as proposed in Walchli (2001). Further data on motion verbs from a Tigrinya learner, whose acquisition of Italian has been observed longitudinally, will be considered. In their choice of lexicalization strategies learners appear to be sensitive to the ambiguous typological position of Italian, where both V-framed and S-framed patterns are allowed, as well as to the patterns found in their L1s.

The pedagogical and multimedia designs of learning objects for schools

<span>While much has been written about learning objects, the focus of discussion has been on standards, theoretical principles or post-secondary applications. Little has been published about the issues of the K-12 sector. From the literature, interactivity and scaffolding are the two pedagogical aspects considered crucial to learning object design. In multimedia design, writers have focused on engagement, persistence and success in simulation, gaming, narrative and experiential situations. Using these criteria we examined the pedagogical and multimedia design features in 35 K-10 learning objects produced by The Le@rning Federation. Objects which met the learning and multimedia design criteria had clear objectives, multiple activities, high interactivity, learner choice and an extensive scaffolding interface behind the main design. Research on the use of learning objects by teachers and students is recommended as the next step.</span>

Language Learning Strategies in Kuwait: Links to Gender, Language Level, and Culture in a Hybrid Context

Abstract: The present study revisits the link between culture, gender, language level, and learner's choice of language learning strategies. This is done by answering three questions: (1) what are the major Strategy Inventory of Language Learning (SILL) factors in Kuwait (a hybrid context)? (2) Which factors are related to gender? And (3) which factors are related to language level? The results of the study indicate a relationship between gender and active naturalistic language use, cognitive‐compensatory strategies and repetition‐revision strategies. They also indicate a relationship between language level and active naturalistic strategies and affective strategies. Based on these results, it is proposed that learning contexts in a cultural milieu are perhaps the strongest variable affecting strategy choice. Finally, proposals are made for a more contextualized approach to strategy research.

Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students

Self-regulation is generally accepted as an important construct in student success within environments that allow learner choice, such as online courses. The purpose of the current study was to investigate differences between first- and second-generation college students' ability to self-regulate their online learning. An ANCOVA, with comfort level using the computer as a control, provided evidence that first-generation students report significantly lower levels of self-regulation for online learning than their second-generation counterparts.

The lifelong learning game: season ticket or free transfer?

This paper is a revised version of the keynote lecture given at CAL2001. Drawing upon a range of examples, it argues that learning through ICT has much in common with learning in informal environments, such as museums and science centres. There, emphasis is less on the transmission of authoritative expert knowledge and more on empowering learners to develop their own skills of observation, enquiry and interpretation. ICT, it is argued, does not merely facilitate lifelong learning, but, with its power for democracy and differentiation by learner choice, makes possible completely new kinds of pedagogy. These concentrate, not on models of curriculum deficit, but on learning how to learn.

Semantic transparency as a predictor of copula choice in second-language acquisition

Despite the potential benefits of interdisciplinary research (Giacalone Ramat 1995; Preston 1989), there are relatively few recent examples of studies that cross boundaries in an effort to strengthen the individual investigation. The purpose of the current research is to illustrate the importance of applying findings from sociolinguistic research to the investigation of the second-language acquisition (SLA) of copula choice in Spanish by English speakers. Thus, this project supports interdisciplinary approaches to linguistics while at the same time strengthening linguistic knowledge of a particular issue in SLA. Specifically, the current investigation makes use of the application of the semantic transparency variable, shown to be essential in describing language change in progress (Gutierrez 1992a; Silva-Corvalan 1994), to SLA data, which is generally addressed only in terms of the accuracy of learner choice (Ryan and Lafford 1992; VanPatten 1987). The discussion begins with a description of the research context and a justification for the application of semantic transparency to SLA. Finally, original data collected from 72 second-language speakers of Spanish are analyzed in terms of this variable. Evidence is found for the significance of semantic transparency and new ways to categorize learner data and track acquisition are suggested.

Social Factors and Language Proficiency in Postsecondary Spanish Immersion: Issues and Implications

A number of SLA studies indicate that social factors play a crucial role in the language use and performance of second-language learners participating in immersion experiences. Tarone and Swain (1995) described the impact of social pressures in the language choice of primary-level learners, indicating that is- sues of identity and group acceptance may impede use of the immersion language in informal interactions since learners lack a socially-appropriate vernacular. We suggest that social factors conditioning language use and performance are very important at the postsecondary level as well, but the impact of these factors on adult- age learners is of a quite different nature. The diglossic situation created in many primary-level immersion classrooms appears not to be characteristic of immersion learning among adults. For adults, target language use appears to be the most acceptable norm in encounters both inside and outside of the classroom, leading to immersion societies which benefit those participants who already demonstrate higher levels of proficiency in both academic and non-academic interactions. Learners at lower levels of L2 proficiency may be excluded, either voluntarily or involuntarily, from the social community of higher-level learners, thus depriving them of potentially beneficial interactions with more advanced learners and, on socio-psychological grounds, imped- ing their L2 acquisition. Theoretical and pedagogical implications for postsecondary level immersion programs are addressed.

USING COMPUTERS TO DELIVER TRAINING: WHICH EMPLOYEES LEARN AND WHY?

Compared to traditional instructor‐led training, computer‐delivered training typically offers learners more control over their instruction. In learner‐controlled environments, learner choices regarding practice level, time on task, and attention are expected to be critical determinants of training effectiveness. To examine the effect of learner choices in computer‐based training, a study was conducted with 78 employees taking an Intranet‐delivered training course. Learner choices were assessed and predicted with goal orientation (mastery and performance) and learning self‐efficacy, as well as age, education, and computer experience. Results indicate considerable variability among trainees in practice level and time on task, which both predict knowledge gain. Performance orientation interacted with learning self‐efficacy to determine practice level, and mastery orientation had an unexpected negative effect. Implications for the use of computers to deliver training and for future research are discussed.

Learner Control

This paper describes major trends in learner-adapted teaching systems towards greater learner control over the learning process. In the early teaching systems, the goal was to build a clever teacher able to communicate knowledge to the individual student. Recent and emerging work focuses on the learner exploring, designing, constructing, making sense and using adaptive systems as tools. Correspondingly, systems are being built to give the learner greater responsibility and control over all aspects of the learning, and especially over the learner model which is at the core of user-adaptation. A parallel trend is the growing acknowledgement of the importance of the learner's social context. Systems are increasingly being designed for learners working in groups of real or simulated peers. This paper discusses several elements of the shift to greater learner control, with a focus on the implications for learner modelling. The computer may offer the learner a choice of learning tools and companion learners, on-demand learning of various types, control over the elements of the systems and the possibility of controlling the amount of control. Learner control offers promising possibilities for improved learning. At the same time, there are pragmatic issues for achieving the benefits. The paper discusses three of these: the need to evaluate the effectiveness of the emergent learner-controlled systems; problems with learner control; and the need for interoperable and reusable components.

Language Learning Strategies Used By Japanese University Students

This study examines (1) the kinds of strategies Japanese university students use, (2) the kinds of factors that affect the learner's choice of strategies, and (3) the reliability of the learner's self-evaluation of English proficiency . The Second Grade Test of the Society of Testing English Proficiency (STEP) and an 80-item Strategy Inventory for Language Learning (SILL) were conducted on 44 second-year students and 113 first-year students at a state-run university in Central Japan in May,1996. Results indicate the following things: First, Japanese university students use compensation strategies the most often and affective ones the least. Second, the more proficient students use cognitive and metacognitive strategies more frequently than the less proficient students. Third, the factors which influence the choice of strategies are major, motivation, enjoyment of English learning and gender. Fourth, self- evaluation seems not very reliable.

There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills

Interpretation of the nature of mathematical understanding has changed recently. These changes have prompted calls for different instructional methods in the primary classroom. COPPERS is a mathematical learning environment which explores how such goals should be implemented computationally. Two experiments have examined how system components have advanced children's understanding that multiplication problems can have many different correct solutions. Different numbers of decompositions, learner's choice of strategy and feedback in either tabular or place value representations were all found to significantly affect learning. Theoretical interpretations of these results are considered in terms of Vygotskian approaches to scaffolding learning and current research on external representations.

Flexible learning and design of instruction

The paper deals with the problem of designing flexible learning and instruction. Flexibility is considered both from the learner's and the designer's perspective. The potential of telematics in the design, development and implementation of flexible and distance learning is discussed. A Method for flexible instructional modules development is presented which aims at assisting the educational designers in the development of flexible instructional modules, ie, modules, which are easily adaptable to different learner's needs, allow learner's choices and different delivery platforms, including distance delivery. Examples of Method applications and current development of a software system to facilitate the Method's implementation are reported.

Educational Choices of Adult Learners

ABSTRACT One problem of adult education providers is attracting people to take courses at their institution of learning. Adult educators are aided in this task if they know the factors influencing students' educational choices. The present research determines the factors influencing adult students' choices for a school, a course, and full or part-time attendance. Questionnaire data was collected from 194 students and potential students. The questionnaire asked about their educational choices. The questionnaire data was analyzed to determine the most important factors influencing educational choices. Educational choices are influenced by a number of demographics, psychographics, attitudes to educational programs, and course specific information. The most important influences on educational choices are highlighted when the data is analyzed with LVPLS, Latent Variable Partial Least Squares.

Multimedia for listening comprehension: The design of a multimedia-based resource for developing listening skills

Multimedia, the computer based delivery of video, audio, written text, graphics and the integration of these media may prove to be a useful tool for second language learning. The purpose of this paper is to describe the design of such an application for PCs using moving video, to assist in the development of listening skills, within the field of Business English. The aims of the project, the basic technological requirements and an overview of the application's key features, video, tasks, subtitles and provision of learner choice are followed by a detailed discussion of and rationale for the various learning options linking them closely with current methodological practice. Some of the possible advantages of multimedia applications for language learning are put forward.