The challenges of implementing online tuition in distance language courses: Task design and tutor role

Hampel, R and Hauck, M (2005). The challenges of implementing online tuition in distance language courses: Task design and tutor role. In: Holmberg, B.; Shelley, M. and White, C. eds. Distance Education and Languages, Evolution and Change. Multilingual Matters.

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Abstract

This chapter examines the Collaborative Virtual Learning Environment (CVLE) Lyceum. These authors report on a pilot study conducted at the Open University UK using Lyceum, which ultimately resulted in a successful online German language course. Both learners and tutors reported that the CVLE yielded very rewarding learning outcomes, wherein tutors are not only instructors but also facilitators and participants in the learning process, and students not only interact with tutors but with fellow students. The chapter ends on a note of sage advice that echo early Greek philosophers who built the original Lyceum in ancient Athens: we must all strive to create opportunities for students to engage in oral interaction, and the use of this modern-day Lyceum is one such viable forum.

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