Online Peer Tutoring: A Renewed Impetus for Autonomous English Learning
Challenges to an existing face to face peer tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees' exposure to an online based peer tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees' logs, and records of their engagement with the model's internet resources, researchers identified a change in participants' conceptualization of autonomous learning and an impact on their self directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer tutoring model favors.
HOW