SiSAL Journal Vol. 3, No. 3, September 2012, 237-253
! time. In the top-left quadrant, then, are activities that are teacher directed and materials light, whereas in the top-right quadrant are activities that are learner directed but still materials light. In the bottom-left quadrant are activities that are teacher directed but more materials heavy, while in the bottom-right quadrant are activities that are learner directed but more materials heavy. All of the example WPACs are explained in more detail in Appendix A.
Figure 1. Push activities – WPACs framework Stage Two: Offering Events to Continue to ‘Pull’ Students into a SALC The bridge from the classroom to self-directed learning The WPAC projects helped first-year learners develop the habit of going to the World Plaza regularly but they were just the first stage in scaffolding learners towards using the World Plaza regularly. The second stage was holding events in the World Plaza that pulled learners to keep visiting there of their own volition. This two-stage, push-pull process is represented in Figure 2.
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