Distance Language Learning

One of the greatest opportunities provided by technology is the Distance Language Learning. In this learning environment both Ts and Ss differ from their classroom counterparts in terms of the roles they assume, the way of interaction, and the attributes and expertise required of them. My vision about the distance Ts’ and Ls’ roles was reinforced by the articles “Towards an Understanding of Attribute and Expertise in Distance Language Teaching: Tutor Maxims” and “Independent Language Learning in Distance Education: Current Issues”.

When I put the Ts’ and Ls’ roles on the continuum from traditional teaching/learning to the distance education, I can see the multiplied roles of Ts and Ls in this remote environment. Thus, the article by Cynthia White et.al showed the findings of 3 studies, one of which revealed that e-tutors’ roles include collaboration skills, basic technology knowledge, interpersonal communication skills, and knowledge of the distance learning field. The second study conducted with novice Ts who “learned distance through distance” implies that direct experience of distance learning is useful but not enough for professional development and awareness raising.

I found the third study useful in terms of identifying all the roles and competencies of an e-tutor. Among the roles are content facilitator, metacognition facilitator, process facilitator, advisor, assessor, technologist, resource provider, manager, designer, co-learner, and researcher. The competencies are related to pedagogy, communication, discipline expertise, and technology. I think this identification of roles and competencies can be useful in forming expectations about the roles of an e-tutor and identifying the gaps which need training. Besides, the tutor maxims listed in this article are really necessary along with recognizing the above mentioned roles to enhance the quality of e-tutoring and e-learning.

The second article by Cynthia White gave me some insights into the current issues of distance education and the Ls’ roles. Obviously, in distance education Ls are involved in self- management and environment management. They have to make numerous decisions and take on some of T roles. However, there are certain issues here connected with the isolated study context, less availability to provide immediate feedback and assistance, more awareness on the part of the L, and new kinds of skills and motivation.

To address these issues, Ross Paul and Anderson and Garrison debated one stating that learner independence can be fostered through high-quality materials and the other arguing that it can be achieved through collaborative experiences. In my opinion, a course could be effective if it provided a mixture of both approaches. What I found really important is when Ls develop effective interface between themselves and the learning contexts, and a new view of what it means to be a language learner.

I believe that if there is a triangulated evidence of Ts’ roles, and context of delivery, which includes support services, organization structures, feedback opinions, opportunities for interaction and so on, the e-learners are likely to achieve effective learning.

I tried to complete these by completing the online assessment questionnaire and doing the language learning course. While the questionnaire helped me gain understanding of the skills necessary for e-learning and build up expectations for the course, the course itself helped me make numerous decisions about my own learning, and this is an essential factor to argue that distance learning is a great means to foster learner autonomy which is a crucial criterion for effective learning.