CALLers and learning technologists: Where do they meet, and what do they have in common?

McAvinia, Claire

doi:10.1080/09588220601043073

“…In a very enlightening article, McAvinia (2006) distinguished between CALLers and learning technologists. For this researcher, lecturers, teachers, developers and researchers working within CALL may be called CALLers.…”

Section: Technocentrism Vs Pedagogymentioning

confidence: 99%

Beyond the technology in Computer Assisted Language Learning: learners’ experiences.

Pladevall¹

2009

ELT

2

0

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The present study is based on a previous pilot study (Gutiérrez-Colon, 2008) (Note). The present study aimed at widening the scope of the pilot study increasing the sample size in number of participants, degree courses and number of universities. This time, four Spanish universities were involved, and the number of participants was 197, who were registered in English Philology (N=72), Business Studies (N=36) and Mechanical Engineering (N=89). The data was organised into four main areas which describe the essential methodological teaching practices that are present and should not be avoided in blended virtual courses according to the interviewed students: a) Management of the subject, b) Students' perception of the subject, c) Design of the course and the documents, d) Feedback from the teacher. The results obtained indicate that teachers should modify their teaching habits and methodology when teaching online.

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Reflections on Distance Higher Education in Africa

Mkonongwa

¹

,

Komba

²

2018

Administrative Leadership in Open and Distance Learning Programs

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This chapter examines literature about distance higher education in Africa, as presented by different scholars. The evolution of distance education has been well explored from the print to the current era of information and communication technology. Challenges and opportunities in the provision of distance higher education have been discussed and better practices for providing quality distance education have been suggested. It is concluded that the provision of distance education must be carefully planned and the technologies employed in its delivery must be reflective of the context in which they are used.

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Reflections on Distance Higher Education in Africa

Mkonongwa

¹

,

Komba

²

2018

Online Course Management

View full text Add to dashboard Cite

This chapter examines literature about distance higher education in Africa, as presented by different scholars. The evolution of distance education has been well explored from the print to the current era of information and communication technology. Challenges and opportunities in the provision of distance higher education have been discussed and better practices for providing quality distance education have been suggested. It is concluded that the provision of distance education must be carefully planned and the technologies employed in its delivery must be reflective of the context in which they are used.

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CALLers and learning technologists: Where do they meet, and what do they have in common?

Cited by 3 publications

References 19 publications

Beyond the technology in Computer Assisted Language Learning: learners’ experiences.

Beyond the technology in Computer Assisted Language Learning: learners’ experiences.

Reflections on Distance Higher Education in Africa

Reflections on Distance Higher Education in Africa

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