learning - Academic Conferences Limited

Ivana Cechova et al.
The influence of an educational organisation, especially in preparing, delivering and providing
support materials.
The use of a range of media, such as print, audio, video and computer-based applications, CD or
MP3 recordings or Webcasts.
The use of communication devices to facilitate an effective communication (Internet or corporate
Intranet).
The possibility of face-to-face contact usually in the form of tutorials and courses (online courses,
web-conference courses).
The provision of a range of support services, which may include opportunities for interaction and
response to individual learners, as well as guides (White, 2003).
Pedagogical concerns comprise the extent to which “written teaching dominates in contrast to spoken
teaching and so learning by reading is stressed rather than learning by listening” Peters (1998). This
has a significant impact on the development of oral and aural skills as well as interactive skills in
distance language learning.
The learner concern includes the characteristics that a learner brings to learning. This includes the
learners’ beliefs, attitudes, experiences and any prior knowledge how to learn.
Traditional forms of distance learning that used print materials in combinations with materials on CD
ROMs are being replaced by opportunities for collaboration and interaction online (Cohen and Lippert
1999). In the case of distance language learning, course designers must consider not only how to
help learners gain communicative competence but also language learner strategies that support
success.
According to Wohlert the keys to successful distance learning are:
Live interaction between the instructor and the students during the course.
The presence of a classroom teacher in the remote sites who is involved in the learning process.
In some cases, these cooperating or coordinating teachers are studying the language along with
the students with the intention of completing a teaching minor.
The regular use of other media, such as computers, speech recognition devices, audiotapes, and
workbooks in a comprehensive approach to distance learning.
The involvement and support of school administrators.
The use of electronic mailboxes (which all students and cooperating site teachers use), or a tollfree
phone number with recording machine (Wohlert 1989).
Grubb adds that successful distance learning is impossible without honesty, responsiveness,
relevance, respect, openness and empowerment (Grubb. 2010).
Distance education allows a student to arrange the study around work and family commitments.
Understanding of the subject can be enhanced by access to online lessons, CDROMs, DVDs, text
books and other reference sources. Support and communication between a teacher and students is
possible via email, online sessions and telephone and provides web-based facilities which allow a
student to send questions, submit assignments, check the grades and access other resources, 24
hours a day, seven days a week.
2. Distance language learning
Distance language learning includes a lot of elements and practices ranging from print-based
correspondence courses to online courses with extensive opportunities for interaction, feedback,
support between a teacher and learners as well as support among learners themselves (White 2003).
Distance language learning consists of synchronous and asynchronous learning. Asynchronous
distance language learning is commonly facilitated by media such as eMail and discussion boards,
thus supporting work relations among learners and learners with teachers, even when participants
cannot be online at the same time. It is thus a key component of flexible e-learning. In fact, many
people take online courses because of their asynchronous nature, combining education with work,
family, and other commitments. Asynchronous e-learning makes it possible for learners to log on to
an e-learning environment at any time and download documents or send messages to teachers or
110