英语扫盲移动学习方案的自我决定学习和教学临场

Self-determined learning and teaching presence in a mobile learning solution for English language literacy

本文是一项基于设计的研究的纵向课题报告,该课题旨在研发一种移动学习教育干预。本文汇报了涉及教学临场的研究结果。研究表明,旨在促进正式课堂以外独立、自定进度学习的跨平台"读写能力提升"(Literacy Uplift)方案必须包含教学临场。本研究研发了"读写能力提升"移动App(应用程序)(这是该跨平台方案中心组成部分)的原型并组织读写专家和学习者对其进行评估。质性反馈呈现的主要主题之一显示,必须由学习者自定学习和设计这个方案。这种新观点引发了一些研究问题。本文报告了涉及教学角色和支持的研究发现,即移动学习方案应该融合哪些教学角色和支持以保证独立、自我导向、学习者决定的成人读写学习的发生。本研究采用探究社区模型和教学临场概念以更加深入地考虑研究问题和指导后续研究。至于这个方案应该包括哪些具体功能以及如何把它们无缝融合到方案设计之中,这方面尚需进一步研究。本研究基于加拿大背景,希望能有助于解决加拿大以及全球长期以来所存在的成人文化水平低的问题。

This report on a longitudinal Design-Based Research study, aiming to develop an m-learning educational intervention for adult literacy, presents findings pertaining to the need for teaching presence in the cross-platform Literacy Uplift solution designed to promote independent self-paced learning outside a formal classroom setting. A prototype of the central component of this larger cross-platform solution, i.e.,the Literacy Uplift mobile app, was developed and then evaluated by literacy experts and learners. One of the principal themes that emerged from the qualitative feedback pointed to the need for learner-determined learning and design of the solution. A number of questions stemmed from this new perspective and this article reports on the inquiry into what instructional roles and supports should be incorporated in an m-learning solution to enable independent self-directed learner-determined adult literacy learning.The Co I model and the notion of teaching presence was adopted as a result of this exploration to consider the research question in more depth and to guide future phases of the study. More research is necessitated to understand the specifics of what functions to incorporate in the solution and how to seamlessly integrate them into the design. The study was conducted in Canada to help address persistently low adult literacy levels in Canada and across the globe.