Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience

Technology has brought tremendous advancements in online education, spurring transformations in online pedagogical practices. Online learning in the past was passive, using the traditional teacher-centred approach. However, with the tools available today, it can be active, collaborative, and meani...

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Autores principales:	Puvaneswary Murugaiah, Siew Ming Thang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2010
Materias:	reflective interactive learning online learning of English Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/7931d05e44414f648cfca77a7d6ef173
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spelling	oai:doaj.org-article:7931d05e44414f648cfca77a7d6ef1732021-12-02T19:26:00ZDevelopment of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience10.19173/irrodl.v11i3.8421492-3831https://doaj.org/article/7931d05e44414f648cfca77a7d6ef1732010-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/842https://doaj.org/toc/1492-3831Technology has brought tremendous advancements in online education, spurring transformations in online pedagogical practices. Online learning in the past was passive, using the traditional teacher-centred approach. However, with the tools available today, it can be active, collaborative, and meaningful. A well-developed task can impel learners to observe, to reflect, to strategize, and to plan their own learning. This paper describes an English as a Second Language (ESL) instructor’s attempt to foster interactive and reflective learning among distance learners at a public university in Malaysia, working within the framework proposed by Salmon (2004). The authors found that proper planning and close monitoring of a writing activity that incorporates interactive and reflective learning helped to raise the students’ awareness of their own learning process and consequently helped them to be more responsible for their learning. The students acquired significant cognitive benefits and also valuable practical learning skills through the online discussions. However, there were challenges in carrying out the writing task to promote this form of learning, including students’ professional and family commitments and cultural attitudes as well as communication barriers in the online environment. To overcome these challenges, the authors recommend the following: ensure tutor guidance, enforce compulsory participation, address technical problems quickly, commence strategic training prior to the beginning of a task, and implement team teaching with each instructor taking on certain roles.Puvaneswary MurugaiahSiew Ming ThangAthabasca University Pressarticlereflective interactive learningonline learning of EnglishSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 11, Iss 3 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	reflective interactive learning online learning of English Special aspects of education LC8-6691
spellingShingle	reflective interactive learning online learning of English Special aspects of education LC8-6691 Puvaneswary Murugaiah Siew Ming Thang Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience
description	Technology has brought tremendous advancements in online education, spurring transformations in online pedagogical practices. Online learning in the past was passive, using the traditional teacher-centred approach. However, with the tools available today, it can be active, collaborative, and meaningful. A well-developed task can impel learners to observe, to reflect, to strategize, and to plan their own learning. This paper describes an English as a Second Language (ESL) instructor’s attempt to foster interactive and reflective learning among distance learners at a public university in Malaysia, working within the framework proposed by Salmon (2004). The authors found that proper planning and close monitoring of a writing activity that incorporates interactive and reflective learning helped to raise the students’ awareness of their own learning process and consequently helped them to be more responsible for their learning. The students acquired significant cognitive benefits and also valuable practical learning skills through the online discussions. However, there were challenges in carrying out the writing task to promote this form of learning, including students’ professional and family commitments and cultural attitudes as well as communication barriers in the online environment. To overcome these challenges, the authors recommend the following: ensure tutor guidance, enforce compulsory participation, address technical problems quickly, commence strategic training prior to the beginning of a task, and implement team teaching with each instructor taking on certain roles.
format	article
author	Puvaneswary Murugaiah Siew Ming Thang
author_facet	Puvaneswary Murugaiah Siew Ming Thang
author_sort	Puvaneswary Murugaiah
title	Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience
title_short	Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience
title_full	Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience
title_fullStr	Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience
title_full_unstemmed	Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience
title_sort	development of interactive and reflective learning among malaysian online distant learners: an esl instructor’s experience
publisher	Athabasca University Press
publishDate	2010
url	https://doaj.org/article/7931d05e44414f648cfca77a7d6ef173
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_version_	1718376568049369088

Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience

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