Hampel, Regine and de los Arcos, Beatriz
(2013).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/17501229.2013.776051 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
This article examines the introduction of new online technologies to support distance language learning in a higher education institution in the UK, charting the development from using telephone conferencing in the 1990s to the implementation of Moodle and videoconferencing more recently. It uses the sociocultural concept of the learner–context interface (White 2003) to emphasize the centrality of both learners and context in the design and delivery of technology-supported language courses rather than making the development of computer-mediated learning opportunities the main focus. Building on research and evaluation work carried out over more than 15 years, the authors of this article analyze the issues that have arisen and that have affected change regarding technology and pedagogy. Central areas of investigation in terms of the learners were found to be interaction, learning communities, metacognition, literacy, affect and learner support; in terms of context they include task design, teacher roles and teacher skills. In the conclusion, limitations of the research and new developments are outlined.
| Item Type: | Journal Item |
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| Copyright Holders: | 2013 Tayor & Francis |
| ISSN: | 1750-1237 |
| Keywords: | language learning; language teaching; computer-assisted language learning; online learning; distance learning; learner–context interface |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) Institute of Educational Technology (IET) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) Language & Literacies |
| Related URLs: | |
| Item ID: | 36655 |
| Depositing User: | Regine Hampel |
| Date Deposited: | 18 Feb 2013 10:33 |
| Last Modified: | 14 Dec 2019 02:48 |
| URI: | http://oro.open.ac.uk/id/eprint/36655 |
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