Distance Learning Readings

A few articles to get you started ....

Gorsky, P. and Caspi, A. (2005) Dialogue: a theoretical framework for distance education instructional systems. British Journal of Educational Technology Vol 36 No 2 137–144
Forrester, G et al. (2005) Going the distance: students’ experiences of induction to distance learning in higher education. Journal of Further and Higher Education Vol. 29, No. 4, November, 293–306

Miller, S. (2001) How near and yet how far? Theorizing distance teaching. Computers and Composition 18, 321–328

Stroupe, C. (2003) Making distance presence: The compositional voice in online learning. Computers and Composition 20, 255–275

Garrison, R. (2001) Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. International Review of Research in Open and Distance Learning Vol. 1, No. 1, 1-17

White, C. (2004) Independent Language Learning in Distance Education: Current Issues. Proceedings of the Independent Learning Conference 2003, 1-9

White, C., Murphy, L. Shelley, M. & Baumann, U. (2005). Towards an understanding of tutor attributes and expertise in distance language teaching: Tutor maxims. In T. Evans, P. Smith & E. Stacey (Eds.) Research in Distance Education 6. Geelong, Australia: Deakin University,. 83–97 (available at: http://www.deakin.edu.au/arts-ed/research/education/conferences/publications/ride/2004/doc/9White.pdf)

Task

Think about your own experience as a distance student. Do any of the observations in the previous posts ring true for you? What have you learned about yourself as a distance student? How might this knowledge influence you as a distance EAP tutor?
I'd be interested in your thoughts on this

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.

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.

EAP and Distance Learning: Introduction

It may seem strange to focus on distance learning and EAP as there is little evidence, to date, that there is a much activity in this area. It would appear to be a marginal area of activity. Southampton University offer a pre-arrival on-line course for international students, and a few other universities offer EAP support in distance mode. However, it is my view that in the next five to ten years more and more universities will begin to provide fully distance EAP courses. Why is this? Firstly, there will be an increase in projects such as Nottingham’s in China (a kind of global branding of prestigious universities – whatever you may think of this). This entails providing quality assured learning materials across vast distances for a very large number of students: Distance materials may be seen as a cost-effective means to deliver these materials. Secondly, providing distance materials to prospective students is an attractive means of ensuring that international students arrive on campus already well prepared for academic life. Thirdly, more universities – in attempting to ‘cash in’ on the global market of international students will need to do more and more to attract these students. Therefore, providing state-of-the art materials is a means of keeping potential students loyal to the university. Fourthly, technology has advanced to such an extend that all types of multimedia interactions are possible now to counter the image and reputation of distance learning a s a poor relation to campus based education. Lastly, universities are providing more and more distance courses and providing EAP support is a natural extension of this activity.

In this component we will examine some of the issues in distance learning. Mostly, you will be required to think about the content here and apply it to the EAP context. Very little has been written about distance learning and EAP.