Title: Learner autonomy, microcredentials and self-reflection: a review of a Moodle-based medical English review course

Authors: Jun Iwata; John Clayton; Sarah-Jane Saravani

Addresses: Shimane University, Enya 89-1, Izumo, Shimane, 6938501, Japan ' Waikato Institute of Technology, Private Bag 3036, Waikato Mail Centre, Hamilton 3240, New Zealand ' Waikato Institute of Technology, Private Bag 3036, Waikato Mail Centre, Hamilton 3240, New Zealand

Abstract: English has become increasingly important for medical professionals in Japan. This means English language teachers in medical schools are tasked to not only deliver an intensive time constrained English curriculum, but also expected to design and implement effective and attractive review courses for learners' autonomous study. The authors of this paper have created Moodle-based English courses to improve the English curricula by integrating 'blended-learning' in class. They also have started to provide ongoing access to a range of review courses to help their students' autonomous study. This paper outlines how the authors integrated a self-reflective framework and a badge system in the review courses they created. It illustrates how this framework helped learners identify for themselves the appropriate course at the appropriate level. It also demonstrates how the awarding of badges helps to motivate learners to actively engage with and complete the module and/or the course they have chosen.

Keywords: learner autonomy; self-reflective framework; badges; English language learning; Moodle; learning motivation; microcredentials; self-reflection; medical English; Japan; review courses; blended learning; e-learning; online learning; electronic learning; medical schools; medical education.

DOI: 10.1504/IJICT.2017.081008

International Journal of Information and Communication Technology, 2017 Vol.10 No.1, pp.42 - 50

Received: 23 Apr 2014
Accepted: 08 Oct 2014
Published online: 15 Dec 2016 *

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