PanSIG 2025

Using Padlet to Enhance Relatedness in an Online Advisor Education Program

17 May 2025, 15:45

25m

BLDG 8/1F-111 (Kanda University of International Studies (神田外語大学))

Research-oriented Oral Face-to-face presentation Teacher Development B8-111 SAT: Teacher Development & Critical Thinking; SUN: ICLE & TBLT

Speakers

Satoko Kato (Kanda University of International Studies) Sina Takada (Kanda University of International Studies)

KEYWORDS

reflective dialogue
written reflection
online education

ABSTRACT

This study examines an online Advisor Education Program designed to enhance educators’ ability to foster learner autonomy through reflective dialogue grounded in the principles of Advising in Language Learning (Kato & Mynard, 2016). Originally launched in English for global reach, the program added Japanese in 2023, expanding its audience. It includes three courses, each offering three weeks of live lectures and online discussions on the Padlet platform.

While online platforms broaden educational access, fostering supportive relationships remains a challenge. This research employs the Self-Determination Theory (SDT) framework, particularly the Relationship Motivation Theory, emphasizing relatedness (feeling belonging and significance among others) and autonomy as essential for positive self-development and well-being (Ryan & Deci, 2017).

The study analyzes 267 weekly reflections and over 795 responses from participants on the Padlet platform, collected after nine online live classes in 2024. Using the SDT framework, the research investigates how post-class written interactions deepen the reflection, facilitate diverse learning experiences, and build community among participants.

The findings emphasize the depth of reflective dialogue promoted by Padlet, showcasing its influence on personal and professional growth. This research highlights how structured online environments effectively foster learner autonomy and educator agency.