Abstract: Online learners of English as a foreign language (EFL) face many unique issues in choosing which program to study. The present paper begins with a review of criteria developed previously, and reassesses these based on subsequent pedagogical and technological innovations, particularly the evolution of Web 2.0 tools and “communicative language teaching” approaches. A new set of criteria were then applied to programs reviewed previously and to newer courses. These exposed ongoing problems of providers failing to adopt newer approaches despite most being available at no cost, a lack of standards, best practice models and external accreditation, and neglect in establishing a sense of community through enhanced student-teacher and student-student communication, which in turn impacts student motivation and the sense of isolation. The author suggests that more research effort it needed to encourage industry players to move forward, and to reassure learners of the quality and value for money of programs they may choose to complete.

The videos by Nik Peachey and George Siemens will not play in a Slidecast, so if you would like to view them you will need to go here:
Web 1.0 http://db.tt/U6kEP7L
Web 2.0 http://db.tt/nZfnlZz
Connectivism http://db.tt/9eCA2ds
Sorry for any inconvenience. Greg Q.

The link to the full conference paper is here.

Asked by James Cook | 11 hours ago in Education and Schools | Open

Your public answer: “Hi James, I'd like to suggest that taking a college degree should be an option, but not the only option, for people. Other responses have focussed on the link between education and employment, which is certainly undeniable. But I feel they have overlooked other possible outcomes of having a better education - such as better citizens, musicians, artists, philosophers, designers, healthy minds, etc - all of which are also important for society to flourish. In other words, self development and self improvement are also very important. One other point often overlooked, is the demand for skilled labour. It's great pumping out thousands of lawyers, accountants, doctors etc. every year, but if there's no work for them is that a good investment for society or is it simply raising individuals' expectations only to leave them "high and dry" after so much effort. Finally, not everyone has either the need or the ability to complete such programs. Most of my children have not, and they are working and living happy lives after qualifying in shorter courses. Employers ought to be more realistic as well regarding what essential background is required of their employees - particularly things like parenting, life experience, travel, languages are often overlooked.”

Asked by Pedro Pereira | 7 hours ago in Mentoring | Open

Your public answer: “I agree with Renjit. A good master will expose his/her pupils to the skills and ideas needed for them to progress further in that field. As a musician and teacher myself, I can think of many cases throughout the history of Western music in which composers took proteges under their wings and the latter were only ever considered worthy if they took their mentors' ideas and developed them further. In fact, the progress of all Western music can be put down to this basic principle. However, there are some areas where this is less likely. For example, I also teach English as a second language. It would be fairly unlikely for many of my ESL/EFL students to become better at English than myself. Still, it's possible they could in some aspect of it. For example, I'm not a good creative writer, but a student of mine could become one I suppose.”