New Learners in New Learning Spaces New Challenges for Distance Language Learning

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Autonomy, Independence and Control Mapping the
Future of Distance Language Learning. Cynthia
White Massey University New Zealand c.j.white_at_ma
ssey.ac.nz
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The Evolution of Distance Language Learning

• Correspondence systems
• Broadcast systems
• Multimedia systems
• Online systems
• Hampel and Hauck 2004 Shelley and White 2003
  Tudini 2004

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The Emergence of New Hybrids

• Online learning and cyberschools
• (Smith and Salam 2000)
• Distributed learning (Radic 2001)
• Telematics (Tammelin 1999)

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Distributed Learning

• Face-to-face sessions
• Multimedia CD-ROM
• Online asynchronous tutorials
• Web page resources and interaction Radic
  2001

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Telematics

• Two remote groups had face-to-face classes then
  collaborated on projects
• Computer conferencing
• Email
• Videoconferencing
• Tammelin 1999

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Paradigm Shifts from Independence to Control

• Traditional paradigms
• ideals of learner independence
• self-instructional materials
• emphasis on self-sufficiency
• Emerging paradigms
• control of learning experiences

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Dimensions of ControlAnderson and Garrison 1998
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Autonomy and Collaborative Control

• collaboration affords control to learners
• autonomy is practised and developed in the
  context of sustained discourse between
  participants in new learning spaces
• autonomy includes the capacity to negotiate and
  develop control of learning experiences in the
  learning community

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Cognitive autonomy, collaboration and support

• Although cognitive autonomy is largely the
  responsibility of the student, this autonomy does
  not imply social independence. Somewhat
  paradoxically, cognitive autonomy may well depend
  upon collaboration and external support. The
  issue is whether students have the opportunity to
  collaboratively control the management of
  learning tasks.
• Garrison and Archer 2000 102

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Independence, autonomy and control

• language learning in the distance context is
  concerned with developing the ability to engage
  with, interact with and participate in particular
  learning environments which are not always
  directly mediated by the teacher.
• White 2003b

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Mapping the Future Learner Perspectives

• The influence of learning sites
• Whatever the courses of the future are like, I
  think people will still have to spend a lot of
  time managing their immediate environment and
  themselves so that they can work with the course.
  Teachers dont really see this but its a big
  thing for us. Thats the big issue when you study
  at a distance

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Mapping the Future Learner Perspectives

• Relationship between learner and context
• I have studied in two distance language courses
  and they were really different. But the process
  was the same for me and I expect it will be in
  any future distance language courses. It involved
  deciding how to use with the materials and how to
  interact with other people. I had to decide how
  to shape the course for myself, and how I was
  going to let the course direct me and my language
  learning and what I wanted. This was a real issue
  in the online course.

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Mapping the Future Learner Perspectives

• Potentialities and realities
• there are lots of new things you can try out
  and work on in a course, but they take time to
  explore and I found that time was taking me
  away from actually learning the language. Lots of
  things may be possible but not really for someone
  in my circumstances with very limited time,
  limited computer skills and a not very fast
  computer.

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Mapping the Future Teacher Perspectives

• Expansion of learning opportunities
• I see the future as dominated by the expansion
  of distance learning using new technologies with
  new groups of learners. Management believes in
  the technical fix, but its more complex than
  that.
• I worry that in the stampede to online
  learning, little professional development or
  training is provided for staff, and this will
  compromise the quality of what we can provide in
  rapidly changing environments.

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Mapping the Future Teacher Perspectives

• Push to global delivery
• With the expansion and acceptance of the
  Internet and the World Wide Web across the globe
  the significance of culture and its impact on
  communication (must be considered). If we design
  learner-centred environments, how do we build on
  the conceptual and cultural knowledge that
  learners bring with them?
• How does culture influence perception,
  cognition, communication, and the
  teaching-learning process in an online course?
  How do we as instructors engage in culturally
  responsive online teaching?
• Lani Gunawardena

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Mapping the Future Teacher Perspectives

• Lifelong learning
• Students of the future will be motivated to
  take part in distance learning for professional
  training reasons - or for personal fulfilment and
  the advantages knowing another language brings. I
  think these groups will have high expectations of
  immediate and effective involvement with their
  diverse needs.

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Approaches to the Future

• Technological
• Ecological

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The Way Ahead

• Both hi-tech and low-tech environments
• A learner-centred perspective
• Understanding autonomy

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• language learning in distance education is about
  developing the ability to engage with, interact
  with and participate in particular learning
  environments which are not always directly
  mediated by the teacher.
• White 2003b

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The Way Ahead

• Both hi-tech and low-tech environments
• A learner-centred perspective
• Understanding autonomy
• Maintaining control
• The challenge for each learner is to establish
  with support their own personally meaningful
  interface with the learning context. White 2003a