‘My Choice, My Voice!’: Exploring the intersection of technology and pedagogy to foster learner-centred learning
The present chapter offers an in-depth exploration of students' experiences in an online learning environment developed in response to the COVID-19 pandemic. Specifically, the study entailed the creation of a comprehensive online English Writing course tailored for 20 undergraduate students at a Turkish state university that transitioned to fully or partially online education formats in March 2020. Emphasising meticulous attention to crucial factors such as academic knowledge, technology skills, cultural values, and socioeconomic status, the design process encompasses both micro-level and macro-level perspectives. Through a carefully sequenced progression of eight learning steps, the study explored various dimensions including learning needs, autonomy, content knowledge, learning awareness, and self-assessment and self-reflection skills. Drawing upon data gathered from surveys and student writings, the findings demonstrated that an emergent learning design process effectively facilitated and enhanced students' writing skills through scaffolding implemented at each relevant step. Furthermore, the findings underscored the significance of adopting a responsive design approach and incorporating diverse forms of interaction in online learning environments. The chapter concludes by providing an illustrative diagram outlining a responsive approach, comprising four key stages: pre-design, implementation, evaluation, and redesign considerations. Additionally, the chapter imparts pedagogical implications derived from activities that foster interaction among students, their instructor, and the learning context.