Collaborative learning through computer conferencing in blended and distance language courses

This paper discusses the importance of integrating computer-mediated communication (CMC) into online language courses to promote collaborative language learning. The online courses being developed at the Padova University Language Centre aim to enhance possibilities for language learning and to enable more university students to study languages. Certain choices made in the development of these courses help learners develop the ability to take responsibility for their own learning and therefore to become more autonomous (Ackerley, Cloke, 2006; Ackerley, Cloke, Mazurelle, 2006). Pedagogical theories based on the concept of autonomous learning have led to the provision of online learning materials which enable students to study independently of a teacher. However, this may lead to students studying entirely alone, which is far from the context envisaged by proponents of autonomous learning. Little (1995:176) states that autonomy has both a pedagogical and a communicative dimension which are interdependent and need to interact if students are to successfully adopt an autonomous approach to language learning. Autonomy does not merely mean that students are provided with the opportunities for making appropriate choices as regards their learning, but that they have the ability to use language independently for communication in real situations (Littlewood, 1997). Activities are therefore being developed to enable students to engage in meaningful communication with each other and to develop their language skills through peer interaction.