In light of the COVID-19 emergency, almost the entire planet has been forced to use remote instruction in one way or another. Ecuador was not an exception; in the second week of March, students were sent home to continue with their education with whatever resources schools could come up with—within hours.
Throughout this process, we have seen a great deal of creativity and experimentation. Teachers have produced a variety of activities, from synchronous video conferences to asynchronous home videos to explain lessons; students have started chats and forums; publishers have freed up materials; and even administrators have rolled up their sleeves to reach everyone in the school. Every actor in education has participated with their two cents.
Metacognition and Online Learning
Despite the adversity, I find hope for better days in the learning process. About 4 years ago, I was part of a research project with a colleague to understand the viewpoint of Ecuadorian EFL students toward online English classes. We discovered students did not believe in the effectiveness of learning a foreign language online. Upon further study, we determined that one of the reasons for their suspicion of online learning was the lack of metacognitive skills in the average Ecuadorian student.
As students lack the proper skills and resources to solve academic challenges independently, the most common feeling associated with online learning has been frustration. This, in some cases, is escalated to students’ lack of desire to self-monitor their own learning process. In other words, some students do not care whether they learn and believe acquisition can only happen under the supervision of a “real” teacher and not by their own efforts.
Autonomous learning has yet to be incorporated fully in daily lesson planning in Ecuador. Despite the many hours of professional development, new syllabi, and curricula implemented by authorities and teacher trainers, many classes are still unidirectional and teacher-centered. Consequently, students rely heavily on what was said and decided on by the teacher in the classroom. However, the COVID-19 emergency arose and gave us all a second chance to think—to literally sit down at home and rethink the way we approach teaching and learning.
Learning Online: Learners in Control
The beauty of what is happening right now in countries like Ecuador is that educators are being forced to let the students decide what and how to learn. For example, teachers are now choosing the channels of communication based on their students’ needs. Many teachers have had to use or learn how to use resources, such as WhatsApp, Google Hangouts, and others, to reach their students more effectively.
Another example is that students have been asked by their teachers to review and prepare subject material outside of the class and then present it in the next session, which has given the students the opportunity to exercise their own strategies to understand the subject before the teacher presents the material to them. Remote instruction has provided the artillery for the learners to take further control of their learning:
Uncurated content: Students are using resources such as apps, learning management systems, and video conferencing to access uncurated content that otherwise would have been already digested by their instructors.
Self-directed learning: Students are being given the power to manipulate their own learning material. For one of the first times in the students’ learning process, they have the chance to navigate multidirectionally throughout the class. Learners are hopscotching from exercise to exercise, rewatching videos as needed, asking their teachers for help in private chats, and creating digital content, which is migrating their learning from the four walls of the classroom to the outside world.
Increased critical and creative thinking: There has been an explosion of critical thinking and creativity from the learners’ side. Suddenly, students have discovered that learning is not limited to “school” activities, but that it can be created through one’s own effort.
Without realizing, students are slowly becoming autonomous learners.
How We Can Continue Encouraging Autonomous Online Learning
As teachers are becoming more proficient in the use of distance learning technology, their perspective toward innovation as a source of engagement is changing in a positive way. For example, polls in video conference platforms like Webex, Google Meet, or Zoom have given a fresh alternative to collecting students’ feedback in real time. I don’t doubt that in the future we will see more digital surveys in the classroom even if the class is no longer remote.
Learners still have a long way before they can be considered sufficiently autonomous, but some steps have been taken in the right direction. Students have found their own language apps, such as Duolingo or Tinycards, and video tutorials, like the BBC Learning English Channel, to support their at-home learning tasks. If teachers become aware of what has been achieved and continue handing over portions of the learning process to their students, more independent learners will emerge.
There has been a great deal of upheaval in the lives of students and teachers all over the world as a result of the COVID-19 pandemic. However, I like to think that my students’ futures will be more analytical, and better, thanks to the fact that we are being tested right now with this crisis.
Students rediscover learning beacuse of Covid 19. People are thinking learners will be more aggressive, when they come back to classes again, as a result of their time in the house.
I think ss will be more prepared, independent and confident. Now they know how to find information and where to find it.
Covid 19 is something bad. However it has some positive aspects.
Autonomous-learning can be the best way to address the big problem that the crisis of not having the face to face education has created, we just see our students by Zoon and students depend less and less on teacher to manage their learning process, so they have to create their own ways to learn. they are self-teaching each other.
I mean both students and teacher most learn alone how to solve their own problem. In the future our students will be better critical thinker and independent.
Very interesting and motivational article. it´s clear that we are leaving a transition in the education field, and that is something both teachers and students must be aware of. The sooner we do it the better. Big changes mean big Challenges and as a result big progress and growth. Thanks for sharing.
Thanks for your words. I agree with you: “big changes mean big challenges.”
Learning is a personal process, but the students always think that they need to rely on the teachers all the time. In this situation now, they have learned to be more independent in their learning process, and this is the most effective way for learning to happen.
Let’s hope that once this emergency is over, students continue having the space to learn autonomously.
As we encounter the new reality of online teaching we will become more aware of the importance of being autonomous in terms of learning. Not only students must become autonomous learners, but teachers as well. Therefore, we need to take off our teaching hats and put on our students hat.
You are right. Teachers need to become autonomous as well.
The article gave me a somewhat broad, yet also specific picture, concerning what is currently happening. It is clear that the change is a challenge to everyone involved. The learning curve varies for everyone. Interactivity online is central, and emphasis is placed on learner/ teacher responsibility to do the things needed for learning to take place. Seems like autonomous learning is here to stay, yet it is not new. What may be new is the scale in numbers and techniques and skills to which digital facilitating is transforming.
Thanks for your input. I agree that every actor in the learning process is being challenged.
I can feel what you have written about our students’ new learning styles. It’s not only a challenge for them and for us but also an opportunity to grow and leave our static and comfort zone.
I totally agree with you. It’s an excellent opportunity to grow as teachers, learners and citizens.
Thanks for your comment.
Hi Andres – I enjoyed your article and share your optimism that in the future learners will be more autonomous. I am currently helping a student from 8A here in Ecuador and my goal is to help her be more autonomous and she loves it. She is like a sponge for technology but English is still hard for her to plan. Thanks for sharing.
Thanks for your words.
Interesting point of view about the real situation of EFL in Ecuador
Thanks for sharing your ideas and thoughts
I hope you enjoyed it.
This shows the optimistic outlook of the writer .
The blog post has thrown light on positive gain of all this online learning that our students are becoming autonomous learners , which is the ultimate goal of our teaching .
I agree. I have faith in what our students can achieve from this crisis. Our students are wise.
Thanks for reading the post.