The rise of the information age has led to the widespread use of information technology (IT) in practically all spheres of life, schools included, thereby enabling learners to further enhance and take charge of their own learning. In the past few years, many studies conducted across curricula, both qualitative and quantitative, have found that computers are being used to promote learner autonomy (Carr, et al., 1998; Ingvarson & McDonald, 1997; Marcus, 1995; Volker, 1992). Those studies focus on learner-computer interaction and the resulting effects, in which the computer is programmed to anticipate the responses of the learner. However, no research has been conducted thus far on how, in particular, online language learning promotes learner autonomy through in-group and inter-group interactions.

This paper offers some suggestions on how to maximise the use of any web-based program to achieve the objective of promoting learner autonomy. These proposals are anchored on the theoretical underpinning of constructivism which emphasises the implementation of an integrated curriculum where students study a topic in various ways, and teachers use materials with which learners become actively involved through manipulation or social interaction (Bruning, 1995; Geary, 1995). In short, students are taught to be self-regulated and to take an active role in their learning by setting goals, monitoring and evaluating progress, and going beyond basic requirements by exploring interests.

Although these suggestions below are based on a study on the design, development, implementation and evaluation of online language materials in grammar (Aliponga, 2002), the insights are deemed useful across curricula. To demonstrate these ideas, particular reference will be made to Web-CT, even though there are other computer programs in the market with similar functions.

Features of Web-CT

• WebCT: WebCT is a computer program that facilitates the creation of a sophisticated web-based educational course material. Students are trained to access the WebCT page by registering online so that they can get hold of course content made up of online grammar materials, post messages and upload their group output online.
  
• Presentation Tool: Within WebCT is a Presentation tool that students can use to post their group output online in the form of a web page, similar to the model provided by the course content. Through creating a web page, students learn where computer pictures/graphics can be obtained and what is the appropriate choice of pictures/graphics, font size, type and background colour to be used. To post their web pages online via WebCT, students also learn uploading skills.
  
• Bulletin/Discussion Tool: WebCT also includes a Bulletin tool which students can use to write and post comments concerning the output of other groups. Through the Bulletin tool which maximises student interaction beyond a one-hour classroom meeting, students learn how to critique the efforts of other groups as well as where, when and how to post these comments.
  

Developing materials to promote collaborative learning

Olsen & Kagan (1992) pointed out that not all types of learning tasks are necessarily cooperative. For a task to achieve cooperation among students, it must be designed and developed in such a way that it would be better done by a group, rather than by an individual, and that each group member should depend on the others for some aspect of the task. Learning materials must be carefully developed and distributed so as to convey to students that the work on the task should be a joint, and not individual, effort and that they are in a “sink or swim together” situation (Johnson, Johnson, Holubec & Roy, 1984).

Consequently, it is suggested that online learning materials need not be limited only to text-based tutorials and drill-and-practice activities. Such materials can be developed to accommodate, for instance, grammar problem-solving tasks, as setting problem-solving or situational tasks can help to promote cooperative learning. By working in groups of two or three to create and upload a web page that contains the tasks similar to an existing online model web page, students are provided with the opportunities to learn from one another and ask individual questions so as to possess their learning; in this way, they become more responsible for their own learning and the learning of others (Brown, 2001; Kessler, 1992).

Using the Bulletin tool to promote critical thinking

Goldberg (1997), in his study, claims that a course containing an online discussion tool can promote critical thinking in two ways. First, a student who makes comments thinks critically because he analyses the work of others based on a given criteria. Second, group members also employ critical thinking because the comments challenge them to assess their work: they are compelled to think and discuss among themselves to find out if each comment is true. Especially in the field of language learning, such a discussion process helps students to sort out their thinking, interpret and reflect on experiences, exercise their imagination, and develop their skills for continued autonomous learning, thereby allowing them to gain confidence in their ability to analyse the data available in the language to which they have access.

Conclusion

Creating online instructional materials along constructivist principles provides an important and sound theoretical framework with which to promote learner autonomy. Problem-solving or situational tasks are incorporated within the materials in the form of a web page posted via the Presentation tool. Interaction through the WebCT Bulletin tool is facilitated among students (and between students and instructor) in such a manner as to bring about more student involvement and greater control on their part over their learning as well as provide more opportunities for them to work collaboratively.

References
Aliponga, J. (2002). Designing, developing and assessing interactive online materials in grammar. Unpublished doctoral dissertation, De La Salle University, Manila.

Bruning, R.H. (1995). Cognitive psychology and instruction. NJ: Upper Saddle Merrill.

Brown, H.D. (2001). Teaching by principles: an interactive approach to language pedagogy. NY: Addison Wesley Longman.

Carr, C., Jonassen D.H. & Yueh, H. (1998). ‘Computers as mind tools for engaging learners in critical thinking’. Education Abstracts, 18, 150.

Geary, D.C. (1995). ‘Reflection of evolution and culture and children’s cognition: Implications for theoretical development and instruction’. American Psychologist, 50, 24–37.

Goldberg, M.W. (1997). ‘Communication and collaboration tools in World Wide Web course tools (WebCT)’, EVITech, Finland, [Electronic Citation]. http://www.enable.evitech.fi/enable97/submissions/murray.goldberg/paper.html. (Accessed: 4 December 2002).

Ingvarson, L. & McDonald, H. (1997). ‘Technology: a catalyst for educational change’. Education Abstracts, 17, 267.

Johnson, D., Johnson, R., Holubec, E. & Roy, P. (1984). Circles of learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Kessler, C. (1992). Cooperative language learning. Englewood Cliffs, NJ: Prentice Hall Regents.

Marcus, S. (1995). ‘E-meliorating student writing’. Electronic Learning, 14, 18–19.

Olsen, R. & Kagan, S. (1992). ‘About cooperative learning’. In C. Kessler (Ed.), Cooperative language learning: A teacher’s resource book. NJ: Prentice Hall, Chapter 1, 1–10.

Jonathan Aliponga is currently affiliated with Hakuho Women’s College and Nishiyamato
School in Nara, Japan, teaching English 1 and Speech English, and English conversation, respectively. He holds a doctorate degree in applied linguistics. His interest is on CALL.