Please use this identifier to cite or link to this item: https://dspace.univ-ouargla.dz/jspui/handle/123456789/23027
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBOUDERSA.Hemza-
dc.date.accessioned2020-02-04T12:12:58Z-
dc.date.available2020-02-04T12:12:58Z-
dc.date.issued2019-12-31-
dc.identifier.issn1112-3672-
dc.identifier.urihttp://dspace.univ-ouargla.dz/jspui/handle/123456789/23027-
dc.descriptionRevue Al Atharen_US
dc.description.abstractSelf-directed learning is arguably one of the most pressing concerns and key themes in our epochs in the field of foreign language teaching in both pre-University and University levels. However, as a part in the teaching-learning process, the Algerian Secondary School and University actors lack a well-structured model to overcome the different challenges towards enhancing self-directed learning. In this respect, the following hypothesis: a clear deficit remains in self-directed learning unless clear techniques, methods and approaches are academically applied to enhance self-directed learning. Through using an exploratory method, content analysis and research synthesis approaches and scheduling interviews with experts in the field (at the Higher College for Teachers Training in Constantine) as tools of research, the present paper, furthermore, assumes that the Competency-Based Approach is proved not to be suitably applied in our pre-University institutions. This study will shed the light on the major challenges that face University teachers in enhancing well-based approaches towards self-directed learning. It will also spot the light on the status quo of both the Algerian teacher/learner torn between the anvil of traditional teacher-based approaches and the hammer of rote and ill-applied learner-centered approaches to learning mainly limited by institutional and individual constraints. Initial findings highlighted that teachers also caught between their positive theoretical insights and their less optimistic visions to feasibility in promoting autonomous learning. The latter, accordingly, might also be fostered via rote conditioning rather than critical thinking. Thus, the pertinent recommendation from this study is to bridge the academic and pedagogical gaps between the university teachers and their students towards long-lasting insights affecting positively the enhancement of well-applied autonomous learning at the Algerian University.en_US
dc.language.isofren_US
dc.relation.ispartofseriesnuméro 32 2019;-
dc.subjectChallengesen_US
dc.subjectfaceen_US
dc.subjectpromotingen_US
dc.subjectself-directed learningen_US
dc.subjectfeasibilityen_US
dc.titleCONSTRAINTS AND CHALLENGES THAT FACE UNIVERSITY TEACHER TO PROMOTE AUTONOMOUS/SELF-DIRECTED –LEARNING FEASIBILITYen_US
dc.title.alternativeSub-topic: Advent of Self-directed Learning in Algerian Universitiesen_US
dc.typeArticleen_US
Appears in Collections:numéro 32 2019

Files in This Item:
File Description SizeFormat 
T3222F.pdf444,1 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.