The videoconferencing follow-up sessions were planned around a series of interactive exercises built on the material presented during the satellite broadcasts. Laouénan and Stacey note that a number of software problems and problems with the link-up between centres prevented the sessions taking place as planned. In addition, ‘the delay which occurred between speech and reception made communication difficult, which in a foreign language session is a very serious drawback’ (p. 179).
Laouénan and Stacey conclude that the potential of the videoconferencing software is considerable, but it proved to be far more complex to use than they had anticipated, and suggest that it is essential to have a technician to hand, at least in the initial stages. The resources required for this type of distance learning are considerable, in terms of both time and costs, and Laouénan and Stacey emphasise that larger numbers of learners would be required to make it worthwhile and cost-effective on a continuing basis.
The course is an example of just-in-time distance learning that is developed for a particular group with specific needs at relatively short notice. It also had a vocational orientation, and as such can be seen as part of the move towards using distance education to deliver opportunities for learning in the workplace. A further feature of the course is that it was group based, i.e., learners came together at a particular time and place to access the classes. There were individual learning opportunities in the materials sent out beforehand, but the main part of the course was based around learning as a group. Laouénan and Stacey describe their work as ‘a brief experiment in the distance teaching and learning of French’.
As such it reflects much of the published research in distance language learning, which is based on short trials rather than on the provision of distance programmes that have been developed, modified and delivered to groups of learners on an ongoing basis. Research in both types of contexts can contribute to our understanding of distance language learning, but it is important to acknowledge that many of the realities and challenges in providing distance learning opportunities can be understood and addressed more fully in more long-term contexts. Distance learning opportunities are offered within a range of cultural, educational and institutional settings, each with their own influences, which means that the terms distance learning and distance education can be applied to language learning programmes with markedly different features. It is possible, however, to identify some common contexts for distance language learning, along the spectrum from individual-based to group-based learning opportunities.
It introduces a number of important dimensions along which distance language learning opportunities vary, including the range of media used, opportunities for interaction, sources of support and individual vs group-based learning. While the distinction between individual- and group-based systems is important, developments in technology have made it possible to combine individual and collaborative learning opportunities.
Read More : A vocational French language course delivered by satellite
