1. The Study of Collaborative-Autonomous Learning Teaching Mode Under Network Environment Zhao Deyan Shenyang Normal University

2. Abstract With the development of information technology, network environment has become very important to learners’ study. Autonomous and collaborative learning under network environment will become indispensable modes. This article first talks about the connotation of autonomous learning, collaborative learning and discusses the relationship between them. It follows its underlying theory-Constructivism. And then it analyses the advantages of using network in assisting collaborative-autonomous learning. Next ， it summarizes my own teaching practice, that is, to form a collaborative- autonomous learning teaching mode under network environment. Finally, the paper draws some inspiration from it. I think this mode will play an instructive role in foreign language teaching. Key words: collaborative-autonomous learning; virtual online classroom; teaching mode

3. 1. Introduction The development of our society and science makes greater demands on individuals’ learning abilities. Learners should have not only the ability of learning knowledge but also the collaborative learning capability based on team- work. Nowadays the characteristics of the network, such as interaction, sharing resources and virtual reality have provided favorable conditions for autonomous and collaborative learning.

4. In recent years, many linguistics and instructors have done lots of research on how network assisted autonomous learning and collaborative learning respectively, however, the study concerning the combination, that is, how to make use of network in assisting collaborative- autonomous learning still remains very weak. Thus, the most urgent task is to find out a new teaching mode which will be beneficial to cultivating learners’ collaborative-autonomous learning abilities.

5. 2. The connotations of autonomous learning, collaborative learning and the relationship between them “Autonomous learning” is independent learning. It is not only a learning process but also a kind of learning ability. It is an aloof, critical rethinking decision and independent behaving ability (Little,1991). It consists of the following three aspects: First, autonomous learning is a pre-plan and arrangement to one’s own learning activity. Second, it is the management, monitoring, evaluation and feedback to one’s own learning activity. Finally, it is the adjustment, modification and control over one’s own learning activity (Benson, 2001 ； 李红美, 2004; 杨红艳, 2006).

6. “Collaborative learning” is based on groups. It is to maximize individuals’ and others’ learning achievements under some excitation mechanism in order to reach a mutual goal ( 郑宁国、严 月萍， 2003 ； Beatty, 2005). Autonomous learning and collaborative learning are complementary. In autonomous learning, learners’ abilities of understanding and comprehending problems are limited due to their own conditions and limited cognitive levels whereas the interaction of collaborative learning can facilitate learners’ mutual discussion and help them to reach the goal of solving problems. Thus, we can say autonomous learning is the basis of collaborative learning while collaborative learning is the improvement and enhancement of autonomous learning ( 赵海霞， 陈毓超，乐建兵， 2004).

7. 3. The advantages of collaborative-autonomous learning under network environment Collaborative-autonomous learning accords with Constructivism. According to Constructivism, knowledge is not taught. It is acquired by learners through the interaction with environment and the collaboration with others under some situation. It is constructed autonomously in the light of one’s own learning experience and social practice. “Situation”, “collaboration”, “conversation” and “meaning -construction” are its four key elements. Different learners with different learning experience will have different hypotheses and inferences of something. On the other hand, they can also construct knowledge mutually through interaction, competition, coordination and collaboration ( 贾瑞凤，王艳，邹劲松， 2000 ；李继颖，张振亭， 2001 ；卢雨菁，李维德， 2001 ；李新国，於函， 2006).

8. Based on Constructivism, the characteristics of the network’s interaction, sharing resources, and virtual reality are very suitable for collaborative-autonomous learning. First, the network supplies plenty of authentic and various language resources. Learners can process their knowledge meaningfully and individually through computer network. At the same time, they can also interact with each other synchronously and asynchronously by using the modern information technology, which will be a leap forward in collaborative-autonomous learning. Second, as I have illustrated before, the sharing resources are the guarantee for collaborative-autonomous learning. Finally, virtual reality can create a kind of learning environment as if you were personally on the scene. Overall, collaborative- autonomous learning under network environment has broken the enclosure of the learning space and realized the more extensive interaction between individuals and groups ( 艾修永， 2004 ；张晓莉，郑颖立，冯秀琪， 2003).

9. 4. The collaborative-autonomous learning teaching mode under network environment 4.1 The teaching target Students are from Shenyang Normal University tutorial center of The Institute of Online Education BFSU. This is a mixed class in Grade II. Students are of different levels. Some of them had graduated from junior professional college when they came here. Others had just finished senior high school. Although they have already studied in Beiwai Online for a certain period of time and have grasped some language and autonomous learning skills, to some extent, they are still weak in listening, speaking, reading and writing, especially in speaking and writing. Some speak broken English. Others do not have enough to say or make many grammatical mistakes in their writing.

10. Considering the high demands of distance learning on learners’ autonomous learning abilities and also taking students’ uneven levels into account, we need to make some reforms in our teaching mode, that is to say, we should strengthen cultivating learners’ collaborative-autonomous learning capabilities in order to improve their overall levels.

11. 4.2 The teaching aims and method The teaching aims and method of this research are to increase students’ English levels on all sides and raise their abilities of cross-cultural communication through “Oral Presentation” in VOC (Virtual Online Classroom).

12. 4.3 The teaching procedures in VOC ◆ Mix students into four groups. Each group is made up of three students of different levels. And every group will have a group leader ( 彭红萍， 2004 ). ◆ Announce the aims and the task of this activity. Each group is asked to choose a topic to illustrate the differences between British and Chinese culture according to Unit 2 “Culture Shock” in “Cross Cultural Communication”( 顾曰国, 2000 ). They are free to choose their own topics, yet there cannot be any repetitions among them. Then the teacher will let them know the arrangement and the criteria of the assessment through BBS, Email or QQ.

13. ◆ Carry out the collaborative-autonomous learning activity. Having decided their topics, students will go to the internet, read books for some information and make their CAI courseware. During this time, the teacher and students can have multilayered collaboration with each other through BBS. Blog, Email, QQ and so on. Moreover, the teacher should monitor and check students’ courseware until it is up to the standard. When the students have finished their courseware successfully, they can do the rehearsal of their oral presentations in roles. ◆ Present their study achievements in VOC. Each group will present his study achievement through CAI courseware and Oral Presentation in VOC.

14. ◆ Give many-sided evaluations of the study achievements of each group. This will include a self- evaluation within the group, the evaluations among groups and the teacher’s assessment. The teacher’s assessment is not simply a standard answer to the question, but it is a general evaluation to students’ learning process, achievements, their collaborative- autonomous learning awareness and performance. ◆ Have a self-examination. Each student will be asked to write an article entitled “What did you learn from this activity?” and then hand it in through personal or public Email address.

15. 5. Some enlightenment from collaborative-autonomous learning teaching mode under network environment First, collaborative-autonomous learning under network environment changes the roles of teachers and students and it also develops teachers’ leading roles and students’ main roles to the full. On one hand, this teaching mode makes teachers change from knowledge transmitters into teaching designers, interest motivators, activity instructors, organizers, participators and process evaluators ( 周炳兰，刘晓琼， 2005 ；陶竹， 2005). Teachers need to set the teaching aims, design, organize and manage learners’ relevant activities, which is in accordance with what Gardener & Miller (1999) said : “ Complete autonomous learning might be an ideal.” As there are some differences between learners’ autonomy, teachers have to help them to enhance it step by step. Meanwhile, they need to participate equally in the activities, evaluate and give feedback to them.

16. On the other hand, as mentioned before, the characteristics of the network’s intelligence and interaction make it possible for learners to control and change information. This can arouse their creativity and also increase their autonomous learning capabilities ( 欧求忠, 2004). In addition, the rich resources on the network and multi-media environment provide important conditions for collaborative-autonomous learning, which can develop students’ main parts and collaborative spirit to the full.

17. Second, collaborative-autonomous learning under network environment corresponds with the trends in the teaching of modern foreign languages ( 贾瑞风，王艳，邹劲松， 2000). One of the reasons is that this teaching mode focuses on the learning subject. Under this mode, the emphasis of teaching and learning changes from “teaching” to “learning”. It is learner-centered. Learners can choose what to learn and how to learn it after class according to their own time, levels and interest. In this way, they can realize their autonomous and collaborative learning. Another reason is that it emphasizes cultivating learners’ applied linguistic abilities. Traditional teaching was confined to the teaching of pronunciation, grammar and vocabulary.

18. In contrast, in collaborative-autonomous learning under network environment, students go to the Internet to look for some information, download, edit and present it orally to the whole class. Thus, they can raise their English levels in listening, speaking, reading, writing and translation comprehensively. The last reason is that students are asked to select materials based on British culture. On the network, there are lots of English language materials much close to our era. By this means, they can not only reinforce their understanding of the target culture but also enhance their cross-cultural communication abilities ( 王军， 2003 ；曾宪力， 2005).

19. Simultaneously, collaborative-autonomous learning under network environment makes greater demands on us instructors. As a teacher, we should have higher specialty qualifications and the abilities of designing knowledge and dominating course books. We should also have new ideology. Moreover, we need to grasp some basic knowledge and the handling of modern technology. Further more, we should also know some theory and teaching methods of the network. Only in this way, can we find out a new network -assisted collaborative-autonomous learning teaching mode, which will be suitable for our own teaching circumstances.

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