Part 1: Background

1. The Idea of distance language learning -- 1.1. Introduction -- 1.2. Distance language courses -- 1.3. Distance, place, and time -- 1.4. Definitions -- 1.5. Generations -- 1.6. The landscape -- 1.7. New challenges

2. Related concepts -- 2.1. Introduction -- 2.2. Online learning -- 2.3. Distributed learning -- 2.4. Asynchronous learning networks -- 2.5. Telematics -- 2.6. Open learning -- 2.7. Lifelong learning -- 2.8. The open courseware movement -- 2.9. Adapting a face-to-face EAP course to online delivery

3. Issues and trends -- 3.1. Introduction -- 3.2. Interactive competence -- 3.3. The advent of CMC -- 3.4. Participation, interaction and online learning communities -- 3.5. Social presence -- 3.6. The technology challenge -- 3.7. Teacher roles and responsibilities -- 3.8. The emergence of new constraints -- 3.9. Quality -- 3.10. Access -- 3.11. Distance language learning by interactive television

4. The learner-context interface -- 4.1. Introduction -- 4.2. Conceptualising distance language learning -- 4.3. The interface-based theory of distance language learning -- 4.4. Features of the learner-context interface -- 4.5. The contribution of the teacher

Part 2: Learner Dimensions

5. Developing awareness of distance language learners -- 5.1. Introduction -- 5.2. Learner awareness : challenges and constraints -- 5.3. Knowledge of learners for course design -- 5.4. Knowledge of learners at course entry -- 5.5. A practical knowledge of distance language learners -- 5.6. Learning sites and roles -- 5.7. The affective domain -- 5.8. A 'dynamic' conception of distance learners -- 5.9. A profile of leaners of German in a large-scale distance language programme

6. The initial experience of distance language learning -- 6.1. Introduction -- 6.2. Participation and progression -- 6.3. Learner identities -- 6.4. Integration, values and affiliation -- 6.5. Entering the new language learning environment -- 6.6. Expectations in the anticipatory stage -- 6.7. Conceptual change -- 6.8. Emergent beliefs : internal vs. external regulation -- 6.9. Metacognitive experiences -- 6.10. Environmental restructuring, internal restructuring -- 6.11. The initial experience of learners of German in an online environment

7. Learner autonomy -- 7.1. Introduction -- 7.2. Autonomy, independence and control -- 7.3. A focus on learner training -- 7.4. A focus on learner involvement -- 7.5. Traditional and emerging paradigms -- 7.6. Towards collaborative control -- 7.7. Reflective interaction in an online learning environment

Part 3: Learning contexts

8. Learner support -- 8.1. Introduction -- 8.2. Definition : learner support as response -- 8.3. The case for learner support -- 8.4. Concerns expressed by learners -- 8.5. Functions and scope -- 8.6. Sources of support -- 8.7. Online learner support: access, value and congruence -- 8.8. The situated nature of learner support -- 8.9. Feedback as support for learners of English

9. Learning sources -- 9.1. Introduction -- 9.2. Conceptualising content -- 9.3. Development of course content -- 9.4. Multiple sources for learning -- 9.5. Learners as course producers -- 9.6. Learner response to multiple sources in a distance Spanish course

10. New learning spaces and the way ahead -- 10.1. Introduction -- 10.2. The notion of learning spaces -- 10.3. The development of new learning spaces -- 10.4. A taxonomy of online courses -- 10.5. Online course models -- 10.6. Integrated electronic learning environments -- 10.7. Innovation and uptake -- 10.8. Participants -- 10.9. The way ahead

"Distance learning presents language teachers and learners with a new set of challenges, opportunities and practical realities. This book presents a comprehensive overview of important issues within the field and explores the ways in which all participants are adapting their practices in response to the new learning environment. The first book to look at the distance education in ELT. Comprehensive coverage. Written by leading figure in the field." (Publisher's Website)