The Distance Learner

The distance learner is faced with a learning experience which is potentially quite different from the classroom-based learner. In distance learning contexts learners are more involved with self-management, faced with a larger number of choices, and faced with a greater variety of roles and decisions (usually associated with a teacher). These decisions will relate to language fit (material/tasks and learning needs) and making connections between elements in the course (much as you are having to do now).
In addition the learner is more isolated than most students, is required to maintain/sustain motivation without direct and immediate support from peers and teachers, and has limited access to synchronous communication (both on-line and in person). Feedback, monitoring, assistance and mediation from tutors regarding EAP development are less immediate than the classroom.
The distance context requires the learner to manage both the rate and direction of learning. This, inevitably, requires an accurate knowledge of self as a learner. Distance learning environments use technologies and structures (technological and pedagogical) that might be unfamiliar to students. Students need to develop new skills, motivations and commitments to take full advantage of distance learning environments.


Clearly, from the above, the distance context puts new demands on the learner. The design, pedagogy and structure of the distance learning course must be thought out and planned with these factor firmly in mind.