Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-26T21:48:47.132Z Has data issue: false hasContentIssue false

Issues in distance teaching in languages

Published online by Cambridge University Press:  16 December 2008

Anne Stevens
Affiliation:
The Open University, UK

Extract

The production of any language teaching course involves complex issues which, in the normal commissioning process, would be led by professional linguists and driven by their decisions. In the case of distance teaching materials at the Open University, teams comprising academics from a number of specialisms are involved. The language writers work alongside researchers, specialists in educational technology and other experts in distance education.

Type
Research Article
Copyright
Copyright © European Association for Computer Assisted Language Learning 1995

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1Swift, B.Interest in Open University modem languages among Open University students and language students in Colleges of Further Education’, Milton Keynes, Open University, 1990.Google Scholar
2Durdle-Davies, on behalf of CML ‘Expectations and motivations amongst graduates’, Milton Keynes, Open University, 1992.Google Scholar
3Durdle-Davies, on behalf of CML ‘Expectations and motivations amongst graduates’, Milton Keynes, Open University, 1992.Google Scholar
4Durdle-Davies, on behalf of CML ‘Expectations and motivations amongst graduates’, Milton Keynes, Open University, 1992.Google Scholar
5Melton, R.Developmental testing of LI20’, IET Paper, Milton Keynes, Open University, 1993.Google Scholar
6Hagen, S.ReCALL, Vol 7 No 1, May 1995, pp 2025.CrossRefGoogle Scholar
7Lockwood, F.Activities in distance teaching texts; author's assumptions and expectations contrasted with students' perceptions and use’, Milton Keynes, Teaching and Consultancy Centre, Open University, 1989.Google Scholar
8 Melton op cit.Google Scholar
9Crooks, B. and Lamy, M-NUsing combinations of video, audio and print to teach at a distance. A case study of the formative evaluative cycle’, European Journal of Psycliology of Education, Vol.X No.2, 1995.Google Scholar
10Crooks, B. and Lamy, M-NUsing combinations of video, audio and print to teach at a distance. A case study of the formative evaluative cycle’, European Journal of Psycliology of Education, Vol.X No.2, 1995.Google Scholar
11Crooks, B. ‘A comparison of designers' and students' constructs of interactive video cassette design. An evaluation of a pilot study’, PLUM Paper 48, Milton Keynes, Open University, 1994.Google Scholar
12 Melton op cit.Google Scholar
13Crooks, B. ‘A comparison of designers' and students' constructs of interactive video cassette design. An evaluation of a pilot study’, PLUM Paper 48, Milton Keynes, Open University, 1994.Google Scholar
14Crooks, B. ‘A comparison of designers' and students' constructs of interactive video cassette design. An evaluation of a pilot study’, PLUM Paper 48, Milton Keynes, Open University, 1994.Google Scholar
15Crooks, B. ‘A comparison of designers' and students' constructs of interactive video cassette design. An evaluation of a pilot study’, PLUM Paper 48, Milton Keynes, Open University, 1994.Google Scholar