Is it possible for technological �spaces� to be created that can provide a community
atmosphere � one in which learners are not restrained by pre-determined syllabi and have the
ability to direct their learning according to their own interests, pace and goals? If so, it would
be notable to discover which kinds of interactions might be possible, or might eventuate, and
how the participants in such a learning �space� would organize themselves. Also of interest
would be the kinds of power structures that emerged through participant interaction, the
direction/interactions undertaken by the participants and the improvements that could be made
in order to respect and accommodate the differences between learners in a social online
learning space.
In order to further study this hypothesised need to investigate these questions, this researcher
developed an online, English as a Second/Foreign Language learning environment for
advanced adult learners of English. She reviewed the appropriate literature in order to theorise
how to commence this research direction and investigated various learning platforms and
software tools. The result was the development of a multiplatform environment which
consisted of a content management system and a 3D microworld. Tools, exercises and content
were developed and/or gathered as starting points for learners and the various software had to
be learnt in order to orient others on their use. Finally, the environment was trialed over a four
week duration with a group of advanced to native speakers of English (volunteers) and the
results have been presented in this thesis for discussion.
The trial, entitled the ILE Project, attempted to study the problems involved in the technical
development of such spaces, to observe the interactions between the learners in a 3D
microworld and uncover issues relating to its implementation. Some issues raised by the
project concerned techno-literacy, personality-driven interaction differences and
organizational power shifts within the 3D community. This thesis closes with an argument
that redefines the notion of the learner autonomy, proposes certain modifications to both the
pedagogic and technical structure of the online environment and discusses the issues raised in
this research. The latter discussion would require further re-conceptualization of the spaces,
stakes and support structures that educators can create/provide in an attempt to improve online
language learning.
| Identifer | oai:union.ndltd.org:ADTP/219087 |
| Date | January 2005 |
| Creators | Turk, Deborah, n/a |
| Publisher | University of Canberra. Languages & International Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Deborah Turk |
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