Introduction

The major shift now under way in distance language learning is the creation of new spaces in which learning can occur, in large part a result of developments in information and communication technologies. In this chapter I introduce the notion of learning spaces, and how it relates to the emerging paradigms for distance language learning. The pressures that are prompting the development of new learning spaces are explored and are related to concerns about the limitations of existing distance learning environments, as well as to a drive to reach new audiences and new markets. A number of interpretations and frameworks relating to the new learning spaces have emerged, and I discuss these, together with some examples. This is followed by an outline of integrated electronic learning environments, and the ways in which they seek to meet the learning, administrative and support needs of distance learners. The final sections of the chapter, and of the book, examine the process of innovation in distance education – its relationship to practice and to the aims and needs of key participants and stakeholders within the field. The central argument is that the way ahead for distance language learning and teaching can best be discerned if attention is paid not simply to the path of innovation, but also to the immediate context and to the learners along the way.

The notion of learning spaces

We have developed a picture of distance language learners interacting with the learning context – however it is configured – to set up an optimal learning environment for themselves.