Maureen Snow Andrade

A model for self‐regulated distance language learning

The role of learner autonomy and self‐regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. 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. Although the concepts of autonomy and self‐regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self‐regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students.

Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

Distance learning that incorporates technology-enhanced learning environments provides a solution to the ever-increasing global demand for higher education. To be successful in these contexts, learners must be self-regulated, or have the ability to control the factors affecting their learning. Based on the theories of transactional distance, self-regulated learning (SRL) and language acquisition, the model of self-regulated distance learning has been shown to increase learner self-regulation and success. The current exploratory study examined the role of dialogue and structure on the effectiveness of SRL activities in an English language course based on this model. The study examined student responses and related teacher feedback to SRL activities as well as course structural components to determine how dialogue (i.e. teacher feedback) and structure helped or hindered learners in gaining full benefit from the SRL course component. Findings indicated that a lack of dialogue and missing structural elements were related to students completing the activities superficially, with inappropriate sequencing, or not doing them at all. Across the two semesters studied, the teachers varied in the extent and quality of their feedback, and structural problems undermined the value of the activities. Consequently, changes were made in course set-up and teacher training provided.

Linguistic Support for Non-Native English Speakers: Higher Education Practices in the United States

Abstract Higher education institutions in English-speaking nations host significant populations of non-native English speakers (NNES), both international and resident. English language proficiency is a critical factor to their success. This study reviews higher education practices in the United States related to this population. Findings indicate weaknesses in how institutions identify NNES, measure their English language skills, and track their success. These issues must be addressed to support the needs of this population, fully benefit from their contributions, and achieve educational parity

Global Learning by Distance: Principles and Practicalities for Learner Support

The knowledge economy demands a highly skilled and well-rounded work force. However, because traditional institutions cannot meet the demand for post-secondary education, technological innovations, particularly distance learning, are becoming the solution for increased access. As distance programs are developed for global delivery, cultural and linguistic issues must be considered. Pedagogical methods, modes of learning, communication styles, English proficiency, and delivery logistics potentially interfere with the success of such endeavors. This article addresses the opportunities and obstacles of creating distance courses for international learners. It reviews the need for international educational access, provides an overview of the issues, and shares a learner-centered framework to demonstrate principles and practicalities for mitigating potential obstacles to distance learning as a global venture. The framework is illustrated with examples from distance English language learning courses.

Self-Regulated and Technology-Enhanced Learning: A European Perspective.

Self-regulation of learning, learning to learn, and their potential stimulation by specific information and communication technologies (ICTs) are main topics in European policy. This issue of the European Educational Research Journal (EERJ) focuses on research to develop, integrate and evaluate self-regulation of learning and the potential and actual uses of ICTs in educational practice. In this issue, the authors introduce five articles on self-regulated and technology-enhanced learning representing development and research conducted in preschools, primary and secondary schools, and universities of various countries. This research was presented at two symposia of the European Conference on Educational Research (ECER) in Cádiz (2012). The symposia were part of the ECER network 16 ‘ICT in Education and Training’. The research exemplifies three different models of ICT-based learning, ranging from ‘traditional’ via ‘more flexible’ to ‘optimal’ learning. The authors discuss the main characteristics and outcomes of the five articles. They conclude with theoretical and methodological aspects that may promote further development and research of self-regulated and technology-enhanced learning in a European perspective.

Learning gain – A U.S. perspective

ABSTRACT In the U.S., regional accrediting commission standards allow for a range of approaches for determining learning gain in higher education institutions. Standards may vary across accrediting bodies, but follow a common set of good practice principles. Although improvement should be the goal of learning gains assessment, accreditation compliance is the main driver followed by a desire to improve student learning. Several national initiatives are having a positive impact on learning gain efforts. These include the identification of essential learning outcomes, the implementation of high impact practices, and the use of VALUE rubrics across institutions. The latter were created by faculty members as part of a multi-institutional national project. In sum, the learning gain landscape in the U.S. is characterized by a fairly decentralized approach together with collaborative, voluntary national initiatives; however, buy-in has been gradual and improvement is needed in terms of making meaningful learning improvements based on assessment data.

International eLearning

The global demand for higher education cannot be met through traditional structures and delivery methods or by adhering to elitist and cost-prohibitive paradigms. Tertiary education through distance delivery provides opportunity for individuals to recognize their potential and improve their life conditions. Innovative approaches to distance learning can remove barriers and support access for a range of learners. This study reports on findings from an intrinsic case study of two institutions. These institutions have developed eLearning models that provide global access and address the needs of diverse learners. An understanding of these models can contribute to innovative practices at other institutions.