Kelly, M., Kennell, T., McBride, R., & Sturm, M. (2007). Fast Forward: An Analysis of Online and Distance Education Language Training – Settlement at Work. New Media Language Training.
This research report provides a review and analysis of online and distance education language training in Canada, as of 2007. The report also provides a set of recommendations for the implementation of online and distance education language training, including the need for increased access to online and blended learning opportunities, the need to address integrating culture in language learning, the need to provide robust learner orientation and professional development for instructors, ongoing and multi-modal communications, technical support and the development of a centralized repository of learning objects.
Retrievable from: http://wiki.settlementatwork.org/index.php?title=Fast_Forward:_An_Analysis_of_Online_and_Distance_Education_Language_Training
Fahy, P., & Sturm, M. (2012). Learning English with Modern Technology Student Survey Results. New Media Language Training.
Results of an online survey of 176 language students (98.8% enrolled in LINC classes and 1.2% enrolled in ESL classes) in Ontario, and a related questionnaire by teachers in the surveyed programs conducted as part of the evaluation of the LearnIT2Teach project. The majority reported that they use portable digital devices, e.g., laptops and mobile phones. Most use these devices in the home, in the language lab and in local libraries. The major uses are email (90%) and staying connected with friends and family. Respondents thought that technology is helpful for learning English. Ninety-three percent of the students thought that newcomers should use technology to learn English; over half of the students surveyed reported a preference for a blended learning approach which they described as online learning with the support of a teacher. Barriers to technology use for English language learning, identified by the respondents, include lack of connectivity, poor English skills or lack of computer skills. The authors conclude that these results point to the need to ensure that students are comfortable in an online environment, and can profit from a blended learning approach. They recommend that programs leverage existing technology, integrate social elements since the majority of students use technology to stay connected and that funders and programs collaborate to remove accessibility and connectivity barriers.
Retrievable from: http://learnit2teach.ca/wpnew/wp-content/uploads/2011/02/LearningEnglishWithModernTechnology-19Aug2012.pdf
McBride, R., Fahy, P., Edgar, J., O’Brien, K., Allan, J., Sturm, M., & Gillespie, M.E. (2011). LearnIT2teach: Free CALL PD for LINC and ESL Professionals. Contact, 37(3), 30–32.
This article describes the LearnIT2Teach project, supported by Citizenship and Immigration Canada. Since 2010 the project has developed and offered tools and training to LINC and ESL instructors to support them in integrating CALL in their instruction. The project includes a web portal, learner courseware, a learning object repository and four stages of mentored instructor training.
Retrievable from: http://www.teslontario.net/uploads/publications/contact/ContactFall2011final.pdf