Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69687

Collaboration and interaction: The keys to distance and computer-supported language learning

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Title:Collaboration and interaction: The keys to distance and computer-supported language learning
Authors:Coleman, James A.
Hampel, Regine
Hauck, Mirjam
Stickler, Ursula
Date Issued:01 Jan 2010
Publisher:Heinle Cengage Learning
Citation:Coleman, J.A., Hampel, R., Hauck, M., Stickler, U. (2010). Collaboration and interaction: The keys to distance and computer-supported language learning. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 161-180. http://hdl.handle.net/102015/69687
Abstract:This chapter describes the very practical approach to distance and online language learning
that has allowed the United Kingdom’s largest university, The Open University (OU), to
deliver effective language learning to tens of thousands of students over the past 15 years. It
starts from theoretical underpinnings: critical pedagogy, the specifics of adult learners, the
achievements and shortcomings of the communicative approach, sociocultural understandings
of language learning, and the central role of interaction and collaboration in achieving
both linguistic and intercultural outcomes. An enumeration of the particular challenges of
learning languages at a distance—facilitating interaction, managing affect, and effectively
integrating technologies—is followed by a concise review of the evolution of distance language
learning and of relevant research. Issues such as evolving technologies, task design,
and student anxiety are also addressed. Distance language education at the OU is conceived
not just as a technical challenge but also as an undertaking that engages actively in social
issues and the promotion of universal values. The student body is exceptionally inclusive,
with a high proportion of disabled and otherwise disadvantaged learners. This social mission
adds to the complexity of curriculum design and delivery; neither the materials nor the
actual teaching follows conventional models. Providing opportunities for learner interaction
is a pedagogic challenge that can be addressed by integrating telecollaborative activities
into the language learning experience.
URI:http://hdl.handle.net/10125/69687
Volume:2010
Appears in Collections: 2010 CRITICAL AND INTERCULTURAL THEORY AND LANGUAGE PEDAGOGY


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