Introduction

The last decade has witnessed an enormous expansion in distance language learning opportunities. Rapid developments in information and communications technology, together with societal changes, have increased awareness of and demand for distance education – and now also for online learning, and distributed learning (see section 2.3), to name but two of the more recent incarnations which I will look at in this book. Other forces have contributed to expansion, such as the current growing demand for global education offerings, and the desire on the part of many institutions to reach new audiences or to retain their market share. All this means that distance learning opportunities are becoming an increasingly visible part of educational provision.

Many language learners, language teachers and institutions are coming to distance education for the first time. However, distance language learning is not a new phenomenon. What makes it appear so is the development and wide availability of the new technologies for connecting learners and teachers, the rapid pace at which these have developed, and the widespread publicity they have attracted. More traditional forms of distance language learning, that used print, audio and video materials are being supplemented by opportunities for interaction and collaboration online. The social and technological changes that prompted expansion are also transforming the nature of distance learning. They have resulted in new contexts for learning, new ways of learning and new roles and responsibilities for participants.

There is now broad interest in innovation in distance language learning, both from distance language professionals, and from others who are interested in the possibilities offered by online learning environments.