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Language Learning in Distance Education [Paperback]

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Language Learning in Distance EducationPalielināt
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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.

Recenzijas

'Not only does White offer a comprehensive guide to the study of languages at a distance, but much credit should also be given to the author for her successful efforts in unraveling the ever increasing number of competing definitions, overlapping concepts and eclectic approaches that have mushroomed in the field in recent years. Indeed, although White states that the volume will be of particular interest to anyone who has [ already] worked within distance learning contexts, I would argue that it is just as suitable for readers with little or no prior expertise in language learning at a distance I can hardly recommend Language learning in distance education highly enough, as a truly groundbreaking contribution to the study of its topic provides a sound basis for future research into how distance language learners respond to and reconceptualize their particular learning environments.' Open Learning

Papildus informācija

A comprehensive overview of key issues within the field of distance learning.
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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