Download Language Learning in Distance Education by Cynthia White PDF

By Cynthia White

Distance studying offers language lecturers and beginners with a brand new set of demanding situations, possibilities and useful realities. This publication provides a finished evaluate of vital concerns in the box and explores the ways that all individuals are adapting their practices in line with the recent studying setting.

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By Cynthia White

Distance studying offers language lecturers and beginners with a brand new set of demanding situations, possibilities and useful realities. This publication provides a finished evaluate of vital concerns in the box and explores the ways that all individuals are adapting their practices in line with the recent studying setting.

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Teachers liked the closer and more intense dialogue with students, and judged that those who participated really ‘stretched themselves’. More negative features or concerns included frustration 33 Background with not being able to see students, the added instructional time required, lack of participation, and students’ expectations for fast responses. The lack of face-to-face interaction emerged as the most pervasive theme of concern among instructors, and was judged to be the key obstacle to more widespread adoption of ALN for language learning and teaching.

The contexts and practices of open learning centres in the EU study are very different from those experienced by 37 Background distance language learners. It is not easy to access the practices and contexts of distance language learning since, for the most part, they take place in individual settings rather than in learning centres. The two following sections discuss lifelong learning and the open courseware movement. They are movements rather than learning systems, and are both related to distance learning.

Distributed learning uses IT, both synchronous and asynchronous, to deliver education at flexible times and locations. It has a role at traditional, residential campuses as well as at large, open universities that provide distance education . . [it] can provide a mechanism to extend class interactions to seven days a week, twenty-four hours a day. (Oblinger 1999: 1) Inglis (2001: 89) argues that in order to understand the significance of distributed learning it is necessary to remember that ‘in the North American context the term “distance education” generally refers to a remote classroom mode of delivery mediated by audio or video conferencing’.

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