360 Learning

360 learning is a term we have given to developing a deeper understanding of how autonomous learning impacts students’ lives. The research is likely to include case studies, ethnographies, and longitudinal research, and will look to draw on new technologies that enable investigation of learning in out-of-school contexts. We seek answers to questions such as: How do individuals develop greater autonomy over time? How do opportunities provided in the SALC impact on students’ lives? What factors affect success in learning? How does language learning happen in the workplace? If you are interested in joining one of our current projects, or proposing a related project, please get in touch.

Current research projects

Longitudinal project: Overall experience of taking a module
(funded by the Research Institute of Language Studies and Language Education LINK)
Jo Mynard, Neil Curry, Junko Noguchi, Satoko Watkins, Kanda University of International Studies, Chiba

A longitudinal project investigating longer term effects of taking a SALC module
Research questions: (1) How beneficial do SALC module/course takers perceive the module experience to be? (2) How do these perceptions change over time? (3) Do students believe they benefit from taking a SALC module/course even when they no longer participate as module takers? (4) Do students consider that taking a SALC module/course has a role to play in their development during their time at KUIS? If so, how?

How do SALC student leaders conceptualise leadership?
​(funded by the Research Institute of Language Studies and Language Education LINK)
Kevin Knight and Jo Mynard, Kanda University of International Studies, Chiba

A project investigating beliefs about leadership using an extended questionnaire administered to student leaders (peer advisors).
Research questions: (1) How do peer advisors conceptualise leadership? (2) How do they conceptualise peer advising as leadership?

Publications related lifelong and lifewide learning

Noguchi, J. (2015). “I’m a SALCer”: Influences of identity on fear of making mistakes. Studies in Self-Access Learning Journal, 6(2), 163-175. Retrieved from http://sisaljournal.org/archives/jun15/noguchi/