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ERIC Number: EJ833126
Record Type: Journal
Publication Date: 2009-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0957-1736
LondonMet e-Packs: A Pragmatic Approach to Learner/Teacher Autonomy
Tschirhart, Cecile; Rigler, Elina
Language Learning Journal, v37 n1 p71-83 Apr 2009
Online learning can play an important role in engaging language learners and fostering autonomy. The LondonMet e-pack, which provides online interactive language learning materials, is used as a case study to illustrate some of the theoretical and practical issues faced by those implementing online language learning programmes. This article begins by providing a brief overview of research in this area before offering a pragmatic definition of learner/teacher autonomy. It then discusses some benefits of online language learning and the implications it has for learners, teachers and the curriculum. A detailed discussion follows of the structure of e-packs and how they are integrated into the language programme. The second half of the article reports on an action research approach to evaluating the project. On the positive side, the research shows that students enjoy working with the e-pack, and believe that it makes a significant contribution to the learning of the module. They also appear to be able to exercise autonomy in different ways and to different degrees. On the negative side, some problems have been experienced with co-ordinating online study and taught classes. The article concludes by offering practical solutions to these problems, with special emphasis on staff development and student support. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)