Distance learning – challenges and
opportunities
by Fiona Joseph
Distance learning has been around for many years but with the advent of
new computer technology, a range of possibilities for delivering EFL courses
have appeared which can enhance or even replace the traditional face-to-face
methods of the language classroom. A number of ‘virtual’ language schools
have sprung up in order to take advantage of these developments, including
Santillana Net Languages, whose provision includes online courses in General
English and English for Work. The arguments in favour of distance learning
– or e-learning, in particular - are that learners can enjoy the flexibility
of studying at their own pace in their own environment (which may be especially
tempting at a time when travel to the UK and other English-speaking countries
seems unappealing.) However, can language schools offering traditional
face-to-face courses get involved in e-learning? This article looks at
how language organisations in the UK are responding to the challenges
and opportunities of e-learning.
Anglolang Academy of English and the Salisbury School of English are two
EFL schools which have decided to go down the distance learning route.
Salisbury School has a programme called English On-Line, (http://www.english-on-line.org.uk),
which uses Microsoft NetMeeting to conduct lessons in ‘real time’. Anglolang,
(http://www.anglolang.co.uk)
has developed an interactive distance learning package available via the
internet or CD-ROM with email tutor support. Why did they decide to get
involved? One reason is the desire to be at the forefront of e-learning
- on the assumption that the market will dramatically take off sooner
or later. The other is that distance learning is a natural way to support
course participants after they have returned to their own country.
But what challenges have e-learning providers had to face in getting started
in this exciting market? According to a member of the Net Languages team,
the main obstacles are “the time and costs involved in designing and programming
electronic materials” and “keeping pace with – and incorporating – technological
developments, such as video conferencing, translation and voice recognition
software”. Michael Wills, Principal of Salisbury School, shares this view:
“developing course content” and “technical considerations” were the two
key issues. Teachers at Salisbury School addressed the issue of course
content by producing their own bank of materials, which could form the
basis of many online lessons. Anglolang, meanwhile, joined forces with
a software company who provided them with an interactive internet-based
course. They stress that it is important, however, not to let development
costs spiral out of control.
As regards the types of communication tools available, the choice can
be bewildering, ranging from email and discussion/bulletin boards, through
to chat and video conferencing (for ‘real time’ communication). However,
as Neil Harrison, Senior Teacher in charge of E-Technologies at Anglolang,
points out: “It’s all very well creating software which offers interesting
interaction features (chat or videoconferencing) but much of the potential
global market may not have access to the kind of technology required,
and which we take for granted in developed countries.”
What are the implications for teaching staff? Without doubt, e-learning
offers teachers new opportunities for professional development – whether
as authors of online resources or to develop expertise in the range of
communication tools already mentioned (email, videoconferencing, etc.)
For staff who feel the need for training in all aspects of how to teach
online, one option is the Learn to Teach On-Line (LeTTOL) certificate,
which gives an introduction to different learning tools and covers modules
in the following: distance learning, how to support the learner and the
role of the tutor. Teachers remain at the heart of any distance learning
course, whether it is by helping learners to structure their study, providing
tutor sessions in real time, or giving providing feedback through email
or other means.
The type of students for whom distance learning may appeal are adults
with the degree of commitment and motivation needed to sustain the demands
of an online course, and those who can afford it of course. This may be
the business student (English On-Line is marketed to executives, as are
Anglolang’s courses) but exam courses is another growing area. Both NetLanguages
and BellOnline (another e-learning provider) are developing First Certificate
courses. Although the internet has great potential to reach a global audience
what is the best way to market distance learning courses? Anglolang’s
have learnt from experience not to send out “thousands of brochures and
demo cd-roms” to learners who expressed an interest in their courses (they
admit to a poor conversion rate) but to market their courses either “as
a lead-in or follow-up to a classroom course”, or as an “add-on for business
clients who may need to have important work documents checked by a language
and business specialist.” The school is also developing “pre-course tasks”
for learners who want a head start before they arrive in the UK. Salisbury
School’s approach to marketing distance learning courses is very similar.
According to Michael Wells “we have wanted to do distance learning for
a number of years as a follow-up to existing one-to-one courses.” This
is one key advantage that language schools have over the purely ‘virtual’
course providers – access to a ready-made market. Both schools feel it
is more likely that they will get distance learning course participants
from existing students – where the distance learning strand is marketed
as a value- added extension to the face-to-face course. A bonus with this
type of student is that teachers are likely to have a good idea already
of the learner’s needs and can help them develop a tailor-made programme
of study.
About the Author
Fiona Joseph is an author of Cambridge exam materials, including
the 'Candidate' series, and the co-founder of Flo-Joe. She can be contacted
by email at: fiona@flo-joe.co.uk
N.B. An edited version of this article first appeared in the EL Gazette
in March 2002.
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