Distance Education to Distributed Learning

Multiple Formats and Technologies in Language Instruction

Authors

  • Stephen Fleming University of Hawai’i
  • David Hiple University of Hawai’i

DOI:

https://doi.org/10.1558/cj.v22i1.63-82

Keywords:

Distance Education, Virtual education, Language Learning, Interactive television, World Wide Web

Abstract

Distance education has evolved through many delivery formats, conforming in varying degrees to an Information Age definition of "distance education" that emphasizes two-way electronic communication. The technological characteristics and limitations of each format have implications for pedagogical choices in designing distance education courses for foreign language (FL). Interactive television (ITV) and the World Wide Web, currently the dominant media for distance education, are discussed in light of their suitability for FL education. ITV offers the closest replication of the face-to-face learning experience while presenting important practical obstacles, particularly for delivery across multiple time zones and institutions. The World Wide Web is universally deliverable and economical but is constrained by limitations on media facilitating communicative interaction in the spoken channel and is, therefore, more suitable to advanced courses in skills other than speaking. Distributed learning, which combines various media and may include a face-to-face component, is the most appropriate distance learning solution for beginning and intermediate FL instruction. This paper describes a model for introductory Web-based courses combining various media in a distributed learning format and identifies directions in which distributed learning and distance education are likely to evolve.

Author Biographies

  • Stephen Fleming, University of Hawai’i

    Stephen Fleming is Instructor in Technology for Foreign Language Education in the College of Languages, Linguistics & Literature at the University of Hawai’i at Manoa. He has taught at the University of Hawai’i for the past 15 years and, prior to that, was a translator and editor for the Chinese Literature Press in Beijing. For the past 6 years, under two separate grants from the National Security Education Program, he has developed models for distance education in less commonly taught languages using interactive television and Web technologies and has also authored self-instructional software for intermediate-to-advanced Mandarin Chinese. The challenge currently of the most interest to him is the effective integration of spoken communication into Web-based language instruction. 

  • David Hiple, University of Hawai’i

    David Hiple is Director of the Language Learning Center in the College of Languages, Linguistics & Literature at the University of Hawai’i at Manoa. The Language Learning Center facilitates the integration of innovative language teaching methodologies and information technology through the use of multimedia computer laboratories, interactive teleconferencing, satellite uplinks and downlinks, and video and audio production. Dr. Hiple has been Associate Director of the University of Hawai’i National Foreign Language Resource Center since 1992 and has 30 years of experience in the field as a teacher, teacher trainer, materials developer, and administrator. He has trained teachers for the Peace Corps and other organizations in Armenia, Cambodia, China, Ghana, Indonesia, Kyrgyzstan, Namibia, Philippines, Samoa, Tonga, Tunisia, Turkmenistan and Vietnam.

References

AT&T. (2002). AT&T Labs Backgrounder. Retrieved December 12, 2002, from http:// www.att.com/attlabs/news/backgrounder.html

Beauvois, M. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25, 455464.

Beauvois, M. (1998). E-talk: Computer-assisted classroom discussion—Attitudes and motivation. In J. Swaffar, S. Romano, P. Markley, & K. Arens (Eds.), Language learning online: Theory and practice in the ESL and the L2 computer classroom (pp. 99-120). Austin, TX: Labyrinth Publications.

Bowman, M. (1999). What is distributed learning? Tech Sheet, 2 (1). Retrieved February 19, 2001, from http://techcollab.monterey.edu/techsheet2.1/distributed.html

Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards and R. W. Schmidt (Eds.), Language and communication (pp. 2-27). London: Longman.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.

Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge, UK: Cambridge University Press.

Fleming, S., Hiple, D., & Du, Y. (2002). Foreign language distance education at the University of Hawai’i. In C. A. Spreen, (Ed.), New technologies and language learning: issues and options (Technical Report #25) (pp. 13-54). Honolulu, HI: University of Hawai’i, Second Language Teaching & Curriculum Center.

Gass, S., & Selinker, L. (1994). Second language acquisition: An introductory course. Hillsdale, NJ: Lawrence Erlbaum Associates.

Hiple, D., & Fleming, S. (2002). Models for distance education in critical languages. In C. A. Spreen, (Ed.), New technologies and language learning: issues and options (Technical Report #25) (pp. 1-11). Honolulu, HI: University of Hawai’i, Second Language Teaching & Curriculum Center.

Keegan, D. (1990). Foundations of distance education (2nd ed.). London: Routledge.

Keegan, D. (1996). Foundations of distance education (3rd ed.). London: Routledge.

Kelm, O. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25 (5), 441-454.

Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79, 457-476.

Lamy, M.-N., & Goodfellow, R. (1999). ‘Reflective conversation’ in the virtual language classroom. Language Learning & Technology, 2 (2), 43-61.

Levy, M. (1997). Computer-assisted language learning: Context and contextualization. New York: Oxford University Press.

Lightbown, P., & Spada, N. (1999). How languages are learned. (2nd ed.). Oxford, UK: Oxford University Press.

Long, M., & Crookes, G. (1993). Units of analysis in syllabus design: The case for the task. In S. Gass & G. Crookes, (Eds.), Tasks in a pedagogical context (pp. 9-54). Clevedon, UK: Multilingual Matters.

Mehnert, U. (1998). The effects of different lengths of time for planning on second language performance. Studies in Second Language Acquisition, 20, 83-108.

Omaggio Hadley, A. (2001). Teaching language in context (3rd ed.). Boston: Heinle & Heinle.

Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1 (1), 82-93.

Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.

Payne, J., & Whitney, P. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20 (1), 7-32.

Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence in the virtual foreign language classroom. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 59-86). Cambridge, UK: Cambridge UP.

Saltzberg, S., & Polyson, S. (1995). Distributed learning on the World Wide Web. Syllabus, 9 (1). Retrieved February 19, 2001, from http://www.syllabus.com/archive/ Syll95/07_sept95/DistrLrngWWWeb.txt

Savignon, S. (1983). Communicative competence: Theory and classroom practice. Reading, MA: Addison-Wesley.

Skehan, P. (1994). Interlanguage development and task-based learning. In M. Bygate, A. Tonkyn, & E. Williams (Eds.), Grammar and the language teacher (pp. 175199). Hemel Hempstead, UK: Prentice Hall.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input in its development. In S. Gass, & C. Madden, (Eds.), Input in second language acquisition (pp. 235-53). Rowley, MA: Newbury House.

Swain, M.(2000).The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf, (Ed.), Sociocultural theory and second language learning (pp. 97-124). Oxford, UK: Oxford University Press.

Warschauer, M. (1997). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13 (2), 7-25.

Downloads

Published

2013-01-14

Issue

Vol. 22 No. 1 (2005)

Section

Articles

How to Cite

Fleming, S., & Hiple, D. (2013). Distance Education to Distributed Learning: Multiple Formats and Technologies in Language Instruction. CALICO Journal, 22(1), 63-82. https://doi.org/10.1558/cj.v22i1.63-82

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>