Introduction

Self-access has occupied an important position in language learning for some two decades, along with independent learning centres, self-directed learning centres, learning resource centres, and other resource-based approaches to language learning. They represent, however, more than a collection of materials, a point that Gardner and Miller (1999) emphasise in their definition of self-access as an environment for learning involving resources, teachers, learners and the systems within which they are organised. Distance language learning has some similarities with resource-based approaches to language learning, but also differs significantly from self-access learning. Distance language learning opportunities are not usually fixed in a particular physical location, and they are based around a course of study, with a cohort of learners. Interaction with teachers and learners is mediated by some form of technology, and there is an increasing emphasis on communication and collaborative learning opportunities.

A number of other, related learning systems have emerged alongside distance learning, including online learning, distributed learning, asynchronous learning networks (ALNs), telematics and open learning. These are the subject of this chapter. Some are in general use; others have come to prominence in particular countries. The proliferation of terms is a reflection of a growing and diverse variety of learning systems and of different interest groups and trends within diverse contexts of practice. It is important to acknowledge that many of these terms are used loosely and that the boundaries between them may be hard to establish.