<Research Paper>Blending Listening and Autonomous Learning: Digital Study-Portfolios (in E3 Classes)

Abstract

This research investigates the students' and instructors' perspectives on the use of digital study-portfolios (also known as e-learning logs) in E3 Seminar Participation and Academic Discussion classes. The use of study-portfolios is common practice in constructivist, student-centered classrooms, and with the continued expansion of information technology in our modern society at large as well as in our higher education institutions (HEIs), an increasing number of instructors are blending the learning opportunities that they create in order to not only appeal to students but to further facilitate their development as language learners and full-fledged capable digital citizens. Students enrolled in two sections of E3 Seminar Participation and Academic Discussion classes were invited to respond to a short quantitative survey and to further reflect on their learning throughout the course in an extended qualitative fashion. Results, while exploratory at this stage, demonstrate that while students generally accepted the utilization of autonomous listening activities via digital study-portfolios, there are still questions regarding its mode of deployment - i.e., online, digital submissions - and awareness of the learning functions that they serve. The majority of responses point to moderate levels of engagement with the autonomous learning opportunities provided by the use of blended-learning digital study portfolios. The findings of this investigation suggest issues for consideration in making student-centered amendments to the program moving forward, including awareness-raising with regards to the purpose of the autonomous learning activities, explicit instruction given with examples on how to engage with the material, and improvement of the layout of the study-portfolios to improve their utility.