The learner-context interface is a theory of distance language learning made up of 3 elements: the learner; the context, and the interface.
The learner.
What the learner brings to learning:
prior knowledge of TL (target language);
prior knowledge of how to learn a language;
prior knowledge of distance learning;
knowledge and skills (learning) relating to other domains and,
beliefs and attitudes within educational, cultural and social settings.
The learner, as an individual, will also have a unique profile based on a number of fixed and dynamic elements. These elements will enormously influence learning.
Factors influencing learning:
innate language acquisition capacity
psycholinguistic processes
gender
age
aptitude
cognitive style
personality
self/social/cultural identity
agency
metacognitive knowledge
beliefs
attitudes
motivation
constructions of self
conceptualisations of learning environment
Given the broad and narrow range of factors affecting acquisition in distance learning environments, it is important to bear these factors in mind when dealing with students at a distance. The more tutors help students understand themselves as learners the better they will be at coping and flourishing in this environment.
The Context.
All of the learner factors described above also interact with the context of learning. The context of distance learning can include:
learning sources
learner support
learning spaces
opportunities for interaction
tutors
the community
the learners’ environment
other sources
Notice that the learner factors are mainly made up of elements relating to the individual, whereas the context is largely about how the individual learner relates to others. Significant others not only include students and tutors but may also include friends, family and colleagues. Indeed, the wider network of others interested in the same academic area may also play a significant part in learning (as it did for my own MEd in education).
Think about your own learning in relation to context and to the list above. In particular, have you tried to collaborate with other students on the course? Why (not)? Who provides support for you/who do you help? Post your comments on the blog.
The learner-context interface.
The interface has two meanings according to White (White, 2003):
the place at which learner and context meet, interact and affect one another
the means by which learner and context meet, interact and affect one another
With experience distance learners interact with materials, learners and tutors modifying the learner-context interface. This has an effect on:
preferred ways of learning
matching needs with resources
knowledge of how to learn in this context
metacognitive (self-management skills) development
the interface may facilitate improvements in study skills, language acquisition and/or knowledge of distance learning
The interface is dynamic and individualised. In classrooms teachers mediate all, or most, aspects of learning (planning, assessing, selecting, monitoring, feedback …).
In distance learning the learner has to (situated autonomy) take on many of these tasks. The specific context and individual learner differences will define the interface and with greater experience of DL the interface will modify. In this model the learner is the ‘key agent’ in the construction of the interface
‘Individual learners, with the help of their teachers, are the key agents of the process by whereby particular ICTs are identified as potential tools for language learning; they analyse their potential in terms of their specificity and of their own requirements; they test them, then build them gradually into their language learning environment’
Esch and Zahner, 2000:6
The representation of distance learning by White (and Esch and Zahner) is essentially a dynamic one. It is dynamic because:
needs and preferences change
perceptions of learning context modify
perceptions of the usefulness of TL sources modify
increase in familiarity with DL
increase in self-knowledge
demands of the course modify
successful/less successful learning experiences
feedback from within the learning context
type/extent of interaction preferred may change
preferred learning environments may change
The learner-context interface and sources.
Learning sources are considered central to (distance) learning. Characteristics of DL materials are that they are the sole/main source of instruction. Traditionally distance materials are highly structured and directive leaving little room for students to explore autonomously. There is an underlying assumption that materials are created, then ‘delivered’ to students, and the material is learned. There is also an important assumption (I believe a misconception) that distance means physical distance from the educational establishment. This is, I believe, largely irrelevant. Distance is better understood as psychological distance ( a form of alienation if you prefer) from the course materials, sources and objectives.
A more learner-centred approach to materials might look like this …
The significance of sources in the learner context model is that there is a shift from tutor produced materials being delivered to learners to be processed (input/output) to learners who are active participants in materials/content creation by selecting from and interacting with a range of sources.
This is important because it is the learner who is at the heart of learning and the tutor who is ‘distant’.
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