Virtual learning environments (VLEs) for distance language learning: shifting tutor roles in a contested space for interaction

This article describes the rationale for pedagogical, technological and organisational choices in the design of a virtual learning environment (VLE) for an upper-intermediate Spanish course with regard to the roles of participants (tutors, moderators and learners). We report on findings from a preli...

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Bibliographic Details
Published inComputer assisted language learning Vol. 25; no. 2; pp. 129 - 143
Main Authors Comas-Quinn, Anna, de los Arcos, Beatriz, Mardomingo, Raquel
Format Journal Article
LanguageEnglish
Published Oxford Routledge 01.04.2012
Taylor & Francis Ltd
Subjects
Blended Learning
Computer Assisted Instruction
Computer Simulation
Course Descriptions
Distance Education
distance language learning
Distance learning
e-moderating
Educational Environment
Foreign Countries
Interviews
Open Universities
Pedagogy
Questionnaires
Role
Second Language Instruction
Second Language Learning
Spanish
Statistical Analysis
Student Role
Teacher Student Relationship
Teaching
tutor roles
Tutoring
Tutors
United Kingdom
Virtual reality
VLE
United Kingdom
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Summary:This article describes the rationale for pedagogical, technological and organisational choices in the design of a virtual learning environment (VLE) for an upper-intermediate Spanish course with regard to the roles of participants (tutors, moderators and learners). We report on findings from a preliminary evaluation of the interaction between the different actors and this space, using quantitative and qualitative data obtained from interviews, questionnaires and analysis of usage logs. We look at the tensions that emerge as tutors and learners adopt new roles and engage in new pedagogical relationships around the opportunities afforded by this kind of teaching and learning space. We argue that our attempt to promote interaction through our VLE model has resulted in a contested space where traditional hierarchies and relationships between tutors and learners are in a state of flux and where new hierarchies and relationships are constantly being forged. Finally we explore new ways in which tutors' roles might be organised to more effectively fulfil their supportive and facilitative functions in this new online environment.
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ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2011.636055