Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

Jessica Sampurna, Agnes Kukulska-Hulme and Ursula Stickler
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Jessica Sampurna: The Open University, Milton Keynes, UK
Agnes Kukulska-Hulme: Institute of Educational Technology, The Open University, Milton Keynes, UK
Ursula Stickler: The Open University, Milton Keynes, UK

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2018, vol. 8, issue 3, 73-90

Abstract: This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jcallt:v:8:y:2018:i:3:p:73-90

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