EAP and Distance Learning: Definitions

EAP and Distance Learning: Definitions

White (2003) identifies three ways to approach defining distance learning:

1. organisational/structural concerns
2. pedagogical concerns
3. learner-centred concerns

1. An organisational/structural definition usually incorporates the following elements:

the separation of teacher and learner in time and/or place
the use of a variety of media
the use of communication tools
the potential for face-to-face contact
provision of support services

2. The starting point for pedagogical concerns is developing skills in the target language (TL). This means thinking about the focus of the course – writing, reading, speaking and listening. The choice of pedagogical and communication tools/media will have a huge impact on the skills developed and how these skills develop.

3. A learner-centred approach (developed by White (1999/2003) involves …

‘the establishment of an effective interface between each learner and his or her learning context is the crucible for distance language learning. The notion of the learner-context interface and its role in the distance language learning process originates from learners’ reflections and perspectives on the meaning of distance language learning and its unique characteristics.’
White (2003: 86)

A learner-centred approach takes as the starting point the ways in which the learner appropriates – and makes sense of – the context of learning. This will depend on the dynamic reflections and perspectives of learners, the importance they give to learning and how the experience of distance learning shapes their views and beliefs about learning and distance learning in particular.