When Learner Autonomy Meets Open Educational Resources: A Study of a Self-learning Environment for Italian as a Foreign Language

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Abstract

The aim of this case study is twofold. On the one hand, it shows a possible use of Open Educational Resources in a self-learning environment as it has been done at Lille 3 University since 2006 (Rivens Mompean & Eisenbeis, 2009). On the other hand, it highlights some of the relations between OER appropriation and the development of learner autonomy. Learner autonomy is defined as the capacity of a learner to take responsibility and control of his/her own learning process. This includes establishing learning goals, developing learning strategies, finding relevant OER, and self-assessing the effectiveness of the learning process (Holec, 1981). During the past years, many researchers and practitioners have argued that OER could play a crucial role in learner autonomy development (Barbot & Camatarri, 1999). This paper considers some necessary conditions for this to happen, the most important of which is the teacher's and the peers' mediation necessary for learners to make the most of OER.

Keywords: learner autonomy, self-learning, OER, open educational resources, affordance, mediation.

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Cappellini, Marco. (2013). When Learner Autonomy Meets Open Educational Resources: A Study of a Self-learning Environment for Italian as a Foreign Language. In Ana Beaven, Anna Comas-Quinn, Barbara Sawhill (Eds), Case Studies of Openness in the Language Classroom (pp. 205-216). Research-publishing.net. https://doi.org/10.14705/rpnet.2013.000121

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