000			05547cam a22005052 b4500
999			_c1503 _d1503
001			8819041
003			OSt
005			20230806182831.0
006			m d
007			cr n
008			030529e20031120nyua o|||||||| 2|eng|d
020			_z9780521894555 (pbk)
020			_z0521894557 (pbk)
024	3		_a9780521894555
035			_a(WaSeSS)ssj0000461575
037			_b00004933
040			_aBIP US _dWaSeSS _cJCRC
050		0	_aP53
100	1		_aWhite, Cynthia
245	0	0	_aLanguage Learning in Distance Education / _cCynthia White.
260			_aNew York, NY : _bCambridge University Press, _c2003.
300			_axvii, 258 p. : _bill. ; _c24 cm.
440			_aCambridge Language Teaching Library
505			_aPart 1: Background
505			_a1. 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
505			_a2. 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
505			_a3. 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
505			_a4. 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
505			_aPart 2: Learner Dimensions
505			_a5. 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
505			_a6. 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
505			_a7. 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
505			_aPart 3: Learning contexts
505			_a8. 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
505			_a9. 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
505			_a10. 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
520			_a"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)
690			_aElectronic books.
690			_aLanguage And Languages _xStudy And Teaching
690			_aDistance Education
690			_aLanguage Arts & Disciplines _xStudy & Teaching
690			_aEducation _xDistance, Open & Online Education
856			_uhttp://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/language-learning-distance-education-1/language-learning-distance-education?isbn=9780521894555&format=PB _zPublisher's Website.
942			_2z _cBK