6.3.5 Students

The vision of learning for the 21^st century as espoused by this study allows for a central role for the learner. Instead of the role of the passive responder, the learner in this vision is an active constructor of knowledge who sets goals and paths for learning. Correspondingly, the teacher’s role is more of a supportive one. Concomitant with this new role is the student’s responsibility to ensure that these goals are met and that the paths are indeed those required. Learning activities do not favour transmission of knowledge, but, exploration, investigation, enquiry, collaboration. This new paradigm for learning with its shift in roles contrasts profoundly with past approaches. Thus, it is not surprising that many beliefs were expressed which relate to students’ resistance to this new paradigm and to the changes that it entails.

In previous sections of this chapter, we encountered situations where a teacher’s beliefs were in conflict with educational conventions and systemic practices. We also encountered situations where teachers’ beliefs were contrary to or in conflict with other teachers’ beliefs. The beliefs expressed about students’ resistance to the new paradigms for learning reflect a conflict between teachers’ beliefs about learning on one hand and their perception of students’ beliefs on the other. Conflict was expressed in comments such as "...the students don't want to change, or get used to a new idea"; "They want to be able to take notes, memorize rules, and pass the exam based on those criteria.". The beliefs about the need for students to change and their resistance to the new approaches and new ways of learning suggest that these teachers are willing to or interested in transforming their learning practices. However, the conflict may mean that these beliefs will not translate into practice. The following comment demonstrates one way in which teachers’ beliefs about students can affect their practices: "I would like to be more of the facilitator but my students are not used to teachers being in that kind of a role." These beliefs are consistent with the findings of Taylor (1990) in his study of the influence of teacher beliefs on constructivist teaching practices. The author observed that "although the teacher professed a belief in a more decentralized classroom role for himself, he continued to believe that student expectations of a centralized teacher role provided a major obstacle" (p.19).

Other beliefs about students relate less to their reaction to the learning process and more to computers and the technology. These beliefs resemble those found by Hannafin and Savenye (1993) who noted that teachers felt a certain resentment towards the computer which is perceived as a competitor for students' attention. Resentment towards the computer is reflected in beliefs which refer to the "compulsive and obsessive manner" of students as they use the computer or those which express concerns about having to compete for their attention while they are using computers. These types of beliefs also point to a difference between students’ goals and those of the teacher. Beliefs such as the following also suggest that some teachers may question the validity of computer use by children as well as the long-term effects computer use may have on children: "Many students who have computers at home spend too much time ‘playing computer’. They don’t know how to socialize how to play when placed in a situation that requires inventing a game or finding a way to occupy themselves." In some cases, these types of beliefs may underlie a mistrust of the ability of computers to provide a valid type of learning experience. For example, one teacher dismissed any learning value in online dictionaries noting that: "As for babelfish and others like it, it is a literal translation tool that serves only to amuse, not to educate." Teachers may have a set of beliefs or conception of what constitutes learning. If this conception places teachers in the central role, emphasizes knowledge transmission and sees the text-book as the primary resource, it is unlikely to accord much value to computers and OLEs except in a very peripheral role such as an add-on or for enrichment. If anything, this conception of learning will see computers as a competitor, an obstacle to learning, as a source of entertainment, and as something that compromises the primacy of reading and writing and which ultimately threatens traditional educational values.

Teachers also expressed beliefs about how students are inclined to do research when using OLEs. One teacher described it as "...less thorough than research from the bookshelf" and argued that students understand little using this approach. Yet, this teacher also reflected on her own beliefs when she added that "the process has probably given rise to quite a different way of "knowing"...". This reference to a "way of knowing" suggests a growing awareness of new approaches to enquiry, investigation and learning. Other beliefs reveal teachers’ lack of comfort with and understanding of new ways of knowing and of enquiry. Beliefs of this nature criticize students’ dependence on and "automatic reaction" to using the Internet for research. These beliefs also reflect a concern that Internet research is competing with traditional ways of researching and that it may not be as valid as other sources.

Other beliefs related to students and to researching focus on concerns about whether students have the skills to search effectively. Teachers remarked about students that they "... know little about moving around in internet sites..." and that they "have had difficulty finding appropriate sites", that "their searches turned up thousands of websites, and they couldn't understand the site descriptions enough to decide if they should look at a certain site or not". These beliefs about students’ lack of skill at searching support the conclusions of Garret (1991) who argues that we still know little about students’ experiences of browsing in large databases. Like some of the teachers in this study, Garret questions what happens if students get lost, whether they know what they need to look for and if they learn as much from browsing, in what might seem to us an inefficient or purposeless way, as from directed exploration. These questions, as well as the beliefs in this section, reveal our lack of understanding and knowledge about online searching. However, we must be mindful of the fact that online searching will need to differ from its counterpart of searching through print materials. The Internet is by nature unorganized, decentralized and vast. It is through our effective use of strategies and skills that we can impose an order on it. Warschauer (1997b) posits that Internet activities can result in various complexities that may not occur in the traditional classroom and that students may not necessarily have the prerequisite computer skills necessary for success. Beliefs in this section suggest that many teachers and their students have not developed approaches or skills to assist them in their efforts at searching.

More specifically in relation to use of OLEs in the teaching of FSFL are beliefs that highlight the challenges related to language skills. Teachers expressed beliefs about students’ preference for use of English while researching online. Teachers’ preoccupation with students’ exclusive use of French may discourage them from permitting students to use OLEs for research. Teachers may also be reluctant to encourage students to search online in French if they believe that they are not capable of coping linguistically. Beliefs reported in this study suggest that many teachers have concerns that the reading and vocabulary levels are "far above the ability level" of students or that their "limited experience in reading French", in the case of elementary students, would require use of simple online activities. Similar beliefs were expressed regarding primary students. These beliefs remind us how certain fundamental or core beliefs about, for example reading, can influence teachers’ beliefs about the value of online learning. Teachers’ beliefs about reading and literacy development will shape their perception of the value of OLEs. If they believe that reading is a process of constructing meaning, then they will likely value use of authentic literature. If they believe that reading involves instead decoding, they may focus on the development of subskills and rules, and they may be unlikely to value use of OLEs. Strategies for use of online authentic materials could be incorporated into pre- and in-service training programs in order to assist teachers and students in adapting to some of the conditions and circumstances of OLEs.

Teachers’ beliefs about students’ technical ability to use computers will also influence their beliefs about the value of OLEs. Some participants in this study argued that, in terms of using the computer, students "are afraid they will break it" or that "students who have no access at home are sometimes intimidated by the technology hesitant to use it". If teachers view the learning process as an opportunity to allow students to build on what they know already, then students’ lack of computer skills can become, not an obstacle, but instead, a starting point or baseline from which teachers can begin to provide support and scaffolding for further learning.

Teachers’ beliefs about students can be pivotal in terms of their ability to capitalize on use of OLEs. In this section, different types of beliefs relating to students were identified and described. Some of these beliefs reflected an appreciation for new paradigms for learning and for a transformation of practices. However, these beliefs presented themselves in conflict with the beliefs of students. Another type of belief presented in this section highlighted a lack of appreciation for or understanding of the way in which students relate to or are affected by OLEs. These beliefs expressed a lack of comfort with, and resentment for the computer, and dismissed its pedagogical value.

Students’ lack of prerequisite linguistic, navigation or technical skills necessary for use of OLEs provide the focus for another group of beliefs identified in this section. These beliefs contrast with those that view learning as a process of constructing knowledge and meaning and of taking learners from where they are to help them build on knowledge and understandings. One teacher’s beliefs about "ways of knowing" reflects an awareness not evident in other beliefs. Few teachers made direct reference to epistemological issues in the context of this study. However, in order to appreciate and value online learning, teachers may need to become familiar with epistemological issues and understand how they relate to learning.

As beliefs in this section have shown, how the teacher conceives knowledge, learning and the learner will influence significantly all other beliefs. As the next section will illustrate, the teacher’s conception of OLEs themselves may also affect other beliefs and determine whether teachers can evolve their practices through use of technology.