**12. Implications and conclusions**

A limitation of the information presented in this chapter is that the model of eLearning and eTeaching has been applied to only English language learning courses and related teacher training courses, although the theoretical components of the model are well-established as being effective in improving learning in both online and face-to-face contexts [17-21]. Further application of the model should be extended to other disciplines and those using it should assess its value in helping learners and teachers become successful in an online context.

The model does much to address concerns with online learning and teaching from students and faculty members. It provides students with structure and the potential to improve their strategies and approaches to learning so as to be effective in a technology-based distance course. It addresses instructor concerns and myths about teaching online, particularly that online instructors are limited to a grading rather than a teaching role. It expands awareness on the part of both the learner and the teacher of the value of taking responsibility for learning and the role of autonomy, and addresses the misperception that distance courses involve largely independent study with no social interaction or learning from others. It also helps define the role of the instructor in an online course and indicates how instructors can facilitate autonomy through collaborative control, a concept expressed in the following quotation: "What matters most in language advising for autonomy, however, is the [teacher's] ability to help learners make informed decisions about their learning without making those decisions for them" [39, p. 17]. This is the goal of instruction—to help learners develop the capacity to make sound decisions about what and how to learn.

Evidence of the efficacy of the model has been established through a qualitative examination of learner and teacher self-reflections that are embedded into both the student and teacher training courses. This examination demonstrated that the elements of self-regulated learning, transactional distance, and collaborative control, when applied in English language learning and teacher training contexts, assists participants in goal setting, the application of new learning and teaching methods, reflection on these methods, and improved performance. Practices and activities involving dialogue, the social environment, and collaborative control support this process and provide critical elements for the development of autonomy, the acquisition of targeted skills, and overall, successful eLearning and eTeaching.

With increasing demand for higher education, and movements in the United States, the United Kingdom, Europe, and elsewhere to expand the numbers of individuals with post-secondary education [2-4, 8,9], eLearning will continue to grow to fill this need. Indeed, the use of technology, and specifically, online learning, is a strategy to reduce the time spent in class and provide alternate pathways that support degree completion by allowing students greater access to the coursework they need. This can help students avoid excess credits, address the common problem that courses are not offered when needed, not offered at convenient times, or not offered frequently enough [40]. Online learning is convenient to the schedules and lifestyles of today's diverse learners in higher education [13]. However, those involved in its development and delivery must take action to ensure its success for all stakeholders. The model of eLearning and eTeaching is an important step in this direction.
