摘要：Active, interactive and quality interactions through Asynchronous Computer-Mediated Communication (ACMC) require a radical shift in learner roles in an effort to produce autonomous lifelong learners. This paper explores new dimensions in learner roles experienced by adult learners in a local private university in Malaysia. The sample population comprised sixteen 3rd Year course respondents (n=16) pursuing their Bachelor in Education (TESL) degree program. The sample within the case comprised six (n=6) case respondents and one tutor (n=1). This descriptive case study employed both quantitative and qualitative methods in the data collection process. Findings divulged that in their quest towards achieving learning objectives, adult learners indulged in various e-tivities. In the process they also experienced changing and challenging roles. Some of these roles included: initiators-wrappers, task orienters, social discourse networkers, e-collaborators, e-mentors and transcended from information seekers to knowledge constructors. These findings augur well as ACMC is considered a viable ubiquitous tool in many local and foreign institutions of higher learning (IHLs). More importantly, this paper is a pioneer effort in showcasing the Malaysian experience in chartering new frontiers in expanding and exploring learner roles in ACMC as a means of sowing the seeds of learner autonomy..
