Andragogy was an essential first step for teachers at Kyoto University of Foreign Studies and Wenzao Ursuline University in equipping students in both Japan and Taiwan with a tandem learning framework to become more active learners. The model worked on the assumption that students would take more responsibility for their learning which would subsequently promote more student-centered classrooms (Knowles, 1980). Consequently, with an influx of new technologies and digital information readily available, e-learning provided numerous advantages shifting student learning away from the traditional teacher centered environment. It is suggested in this study that students became more self-determined learners and followed a heutagogical path in their acquisition of new language learning skills. Students had more control over their language learning by taking on a collaborative role with their instructors and their fellow students in both countries. Heutagogy provided students the opportunity to negotiate their learning experience by using the resources assigned by the instructor. Furthermore, it offered a foundation for teachers to develop students’ capabilities rather than simply embedding assessment skills and broad-based knowledge into the course.
Robert McClung, Kyoto University of Foreign Studies, Japan
Yi-Hung Liao, Wenzao Ursuline University of Languages, Taiwan
Michael Barr, Kyoto University of Foreign Studies, Japan