Maureen Snow Andrade

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/60578

#### **Abstract**

Distance learning is increasingly becoming an option for learners that were previously denied higher education opportunities due to elitist systems, cost, academic prepa‐ ration, or personal circumstances. It is also a means to help nations meet goals to increase the percentage of individuals with post-secondary education in order to address workforce needs. However, learners and instructors often have concerns with their ability to be successful in a distance learning environment. This chapter presents a theoretical model for eLearning and eTeaching aimed at helping learners and instructors successfully navigate distance learning courses. Examples of course activities corresponding to the model components are shared. A qualitative analysis of learner self-reflections demonstrates the efficacy of the model in terms of increased autonomy, self-regulation, and targeted skills.

**Keywords:** distance language learning, self-regulation, eTeaching and eLearning, online instructor training, distance education

### **1. Introduction**

Knowledge, an end in itself as well as the surest route to higher wages and longer lives, is measured by degree attainment and school enrollment [1]. eLearning provides access to higher education for a wide range of learners. These include traditional students in university classrooms, individuals in the workplace seeking to formalize their work experience through the pursuit of a degree or to transition into a different career path, and those who need flexible

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scheduling options or prefer to not participate in traditional learning environments. These learners can select courses and degree programs from institutions of higher education in their local areas or from providers across the globe. eLearning increases access, which has histori‐ cally been denied to many due to elite education systems, and offers choice—choice in providers, programs, scheduling, cost, and content.

Elitist views of tertiary education are receding [2-6], with recognition of the benefits of a welleducated workforce in terms of economic development, economic stability, health and wellbeing, and decreased crime [7], factors that are encouraging governments to lower the barriers to higher education and set goals for degree attainment [7,8]. The appeal of eLearning is readily recognized as instrumental in these endeavors [8-11], evidenced by increased enrollments in online courses. In the United States, for example, the number of university students taking an online course increased from 1.6 million to 7.1 million in a 10-year time span (2002-2012) [12]. Many of these learners are nontraditional in terms of age, marital condition, and employment status [13].

In spite of demand, involving university instructors in developing, implementing, and teaching online courses can be challenging due to concerns with quality, nontraditional methods of interaction with students, low student performance, pedagogical skill, technolog‐ ical knowledge, workload, time intensiveness, large class sizes, and course ownership [14-16]. Learners may struggle with the discipline needed in eLearning contexts, which are generally less structured than face-to-face settings, feel intimidated by the technological expertise required to navigate courses and submit assignments, lack motivation, or simply be convinced that learning in a more traditional format in which they can engage in class with other learners and an instructor is preferable.

This chapter introduces common challenges with eLearning in terms of learner success and instructor expertise, and suggests solutions to these challenges through the framework of selfregulated learning [17-21] and the supporting theories of transactional distance [22-24] and collaborative control [25]. The chapter provides a guiding model for course design and pedagogy, illustrated with specific course content and activities. The theoretical model of eLearning and eTeaching helps learners overcome barriers to success while parallel training based on the same principles prepares instructors to facilitate effective online learning experiences. Learner and teacher self-reflections were examined to identify the presence of the model's components, and are shared to demonstrate the model's efficacy. Additional recom‐ mendations for evaluating the model are provided. The approach is illustrated with online English language courses and a related instructor training course; however, the model and its elements can be applied to courses in any discipline and be examined quantitatively or qualitatively to determine its effectiveness in facilitating learner success.
