The aim of setting it up was to offer interactive, engaging activities to enable and support ALL, with the learning outcomes of developing study skills, expanding self-awareness, improving English, and learning skills for ALL. Another reason for creating this digital resource to encourage autonomy was to follow our institutions' philosophy of delivering more content online so it is available to students 24/7 from a wide array of learning spaces.
Independent learning centers, learner autonomy, advisory programs, ‘repeat’ students
Peer mentoring, Self-directed learning, learning advising, self-access centers
The inclusion of (work placement studies) WPS in conversation workshops has primarily impacted upon how learners feel when required to express themselves orally, by giving them greater confidence and reducing stress and pressure. Furthermore, traditional relations of power and knowledge in language learning have been disrupted and reconstructed in a positive way which weakens pre-existing power hierarchies.
Peer interaction, peer-centered learning, self-access centers, self-access learning, power, hierarchy
Peer mentoring, for the purposes of the scheme being described here, is defined as a relationship between two individual students within a formal, monitored scheme. One student, the mentor, offers advice and support, with a view to the realization of a specified goal of another student, called the mentee.
Autonomy, Moodle, language learning, e-learning
The feedback received from the two ILC advisors and the online program coordinator who is in close contact with ‘repeat’ students reveal that advisors need to be trained to serve the students more effectively. Undoubtedly, experience in advising and diving deeper into the advising research can also be expected to aid their development. In addition, classroom-based advising could also be a practical solution in dealing with students’ immediate problems.