Language Learning in Distance Education

Distance learning presents language teachers and learners with a new set of challenges, opportunities and practical realities. This book presents a comprehensive overview of important issues within the field and explores the ways in which all participants are adapting their practices in response to the new learning environment.

Introduction

xiii

PART I BACKGROUND

1

(100)

1 The idea of distance language learning

1

(25)

1.1 Introduction

1

(1)

1.2 Distance language courses

2

(6)

1.3 Distance, place and time

8

(3)

1.4 Definitions

11

(2)

1.5 Generations

13

(3)

1.6 The landscape

16

(5)

1.7 New challenges

21

(4)

1.8 Summary

25

(1)

2 Related concepts

26

(21)

2.1 Introduction

26

(1)

2.2 Online learning

27

(4)

2.3 Distributed learning

31

(1)

2.4 Asynchronous learning networks

32

(2)

2.5 Telematics

34

(1)

2.6 Open learning

35

(3)

2.7 Lifelong learning

38

(1)

2.8 The open courseware movement

39

(1)

2.9 Adapting a face-to-face EAP course to online delivery

40

(5)

2.10 Summary

45

(2)

3 Issues and trends

47

(39)

3.1 Introduction

47

(1)

3.2 Interactive competence

47

(4)

3.3 The advent of CMC

51

(4)

3.4 Participation, interaction and online learning communities

55

(4)

3.5 Social presence

59

(6)

3.6 The technology challenge

65

(3)

3.7 Teacher roles and responsibilities

68

(3)

3.8 The emergence of new constraints

71

(3)

3.9 Quality

74

(3)

3.10 Access

77

(1)

3.11 Distance language learning by interactive television

78

(7)

3.12 Summary

85

(1)

4 The learner-context interface

86

(15)

4.1 Introduction

86

(1)

4.2 Conceptualising distance language learning

86

(2)

4.3 The interface-based theory of distance language learning

88

(5)

4.4 Features of the learner-context interface

93

(5)

4.5 The contribution of the teacher

98

(1)

4.6 Summary

99

(2)

PART II LEARNER DIMENSIONS

101

(68)

5 Developing awareness of distance language learners

101

(23)

5.1 Introduction

101

(1)

5.2 Learner awareness: challenges and constraints

102

(1)

5.3 Knowledge of learners for course design

103

(4)

5.4 Knowledge of learners at course entry

107

(2)

5.5 A practical knowledge of distance language learners

109

(3)

5.6 Learning sites and roles

112

(2)

5.7 The affective domain

114

(4)

5.8 A 'dynamic' conception of distance learners

118

(1)

5.9 A profile of learners of German in a large-scale distance language programme

118

(4)

5.10 Summary

122

(2)

6 The initial experience of distance language learning

124

(25)

6.1 Introduction

124

(1)

6.2 Participation and progression

125

(2)

6.3 Learner identities

127

(4)

6.4 Integration, values and affiliation

131

(2)

6.5 Entering the new language learning environment

133

(2)

6.6 Expectations in the anticipatory stage

135

(1)

6.7 Conceptual change

136

(1)

6.8 Emergent beliefs: internal vs external regulation

137

(3)

6.9 Metacognitive experiences

140

(3)

6.10 Environmental restructuring, internal restructuring

143

(1)

6.11 The initial experience of learners of German in an online environment

144

(4)

6.12 Summary

148

(1)

7 Learner autonomy

149

(20)

7.1 Introduction

149

(1)

7.2 Autonomy, independence and control

149

(5)

7.3 A focus on learner training

154

(2)

7.4 A focus on learner involvement

156

(3)

7.5 Traditional and emerging paradigms

159

(2)

7.6 Towards collaborative control

161

(2)

7.7 Reflective interaction in an online learning environment

163

(4)

7.8 Summary

167

(2)

PART III LEARNING CONTEXTS

169

(63)

8 Learner support

169

(25)

8.1 Introduction

169

(1)

8.2 Definition: learner support as response

170

(1)

8.3 The case for learner support

171

(2)

8.4 Concerns expressed by learners

173

(3)

8.5 Functions and scope

176

(3)

8.6 Sources of support

179

(3)

8.7 Online learner support: access, value and congruence

182

(4)

8.8 The situated nature of learner support

186

(1)

8.9 Feedback as support for learners of English

187

(5)

8.10 Summary

192

(2)

9 Learning sources

194

(20)

9.1 Introduction

194

(1)

9.2 Conceptualising content

195

(2)

9.3 Development of course content

197

(7)

9.4 Multiple sources for learning

204

(2)

9.5 Learners as course producers

206

(1)

9.6 Learner response to multiple sources in a distance Spanish course

207

(6)

9.7 Summary

213

(1)

10 New learning spaces and the way ahead

214

(18)

10.1 Introduction

214

(1)

10.2 The notion of learning spaces

214

(1)

10.3 The development of new learning spaces

214

(3)

10.4 A taxonomy of online courses

217

(1)

10.5 Online course models

218

(4)

10.6 Integrated electronic learning environments

222

(3)

10.7 Innovation and uptake

225

(1)

10.8 Participants

226

(2)

10.9 The way ahead

228

(4)

Appendix

232

(3)

References

235

(14)

Index

249

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Language Learning in Distance Education

Summary

Table of Contents

Supplemental Materials