The Model of Teachers' Roles in Promoting Learner Autonomy Based on Ubiquitous Computing Technologies

The promotion of learner autonomy in ubiquitous network environment is dependent greatly on how teachers are aware of their new roles through the use of ubiquitous computing technologies.It's shown that roles teachers play in ubiquitous learning space should shift to less control on learning and more concern on learners.Concrete suggestions on teachers' roles are proposed regarding teachers as idea champion, personal coach, active impetus, feedback provider and information source in ubiquitous network environment.It's hoped that the benefits of learner autonomy may accrue whilst teachers play appropriate and supportive roles in ubiquitous learning space. Literature Reviews on Learner Autonomy and Its ImplicationTheoretical Sources of Learner Autonomy.Learner autonomy is not an isolated theory as a complex of theories have influenced and fostered learner autonomy.Learner autonomy has its roots in philosophy which regards teaching as a means of not teaching.The objective of teaching is to enable learners with the ability to learn themselves.Learner autonomy also confirms with the theory of constructivism, calling for teachers to understand the steps in the development of the child's mind.According to Piaget, knowledge is constructed by learners through making meaning in relation to the interaction between their experiences and their ideas [1].Constructivism values an active, mental process of development of learners.Lastly, the theory of humanism provides favorable theoretical support for learner autonomy by providing an outlook or even way of life centered on human need and interest [2].In a word, current literature implies that learner autonomy puts a multi-disciplinary approach to current educational research and practice. Characteristics of Learner Autonomy.It is clear that there is a general vibe about what constitutes learner autonomy, despite the lack of a specific and uniform definition [3].A hybrid of characteristics and features of a successful autonomous learner can be listed even if autonomous learners are different in a number of ways.According to Holec, learners qualify as autonomous learners when they independently choose aims and purposes and set goals; choose materials, method and tasks; exercise choice and purpose in organizing and carrying out the chosen tasks; and choose criteria for evaluation [4].In Nuan's study, it's shown that, the characteristics of an autonomous learner can be identified as a diversity of skills, passion and enjoyment for a particular field, a focused

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