Web-based autonomous learning of a course entitled A Survey of English-speaking Countries

Zhao Chunrong
Beijing Radio and Television University
China

Substantial research on Learning Autonomy has been carried out since the 1980s in China. With the development of Internet technology, web-based learning demonstrates distinct advantages and benefits for autonomous learners. This paper reveals how distance learners learn their course material A Survey of English-speaking CCountries successfully through a variety of web-based learning resources and formative assessments.

The aim of A Survey of English-speaking Countries is to introduce different aspects of English-speaking countries' culture, which will facilitate English major students' language learning. Through pre-project investigation, it was found out that distance learners' learning difficulties lie mainly in (1) The level of difficulty of the texts, which are all written in English, is a little beyond most students' ability; (2) There was no learning assistance except the textbook and tutorials once a week; and (3) Students' lack of learning strategies in reading. To deal with these problems and to research the possibility of web-based distance learning, a multi-dimensional course design was conducted. It was hypothesized that students could successfully complete the course of study using web-based resources including multimedia courseware, online texts, exercises, tests and online conferences presided over by teachers to monitor students' learning. At the same time, the face to face tutorials were reduced from 12 times to 4 or 8 times a term.

Quantitative and qualitative research methods were adopted in analyzing the statistics. After two terms of experiments, through analysis of questionnaires and comparison of final marks between the target and control groups, it was found that the target group students could learn this course more successfully using web-based resources than by using traditional learning. In addition, it was found that web-based learning could supplement tutorials, while on-line conferences and tests could monitor autonomous learners' learning processes effectively.