Abstract
The recent and significant increase in online and virtual learning has had major impacts on all learning environments, including EAP classrooms and programs. As more courses are offered in virtual and online formats, students can participate in EAP courses across time zones and locations. Digital tools are essential to these learning environments in order to share materials and host lessons. Digital tools can be difficult to incorporate in courses and lessons due to instructor and student lack of familiarity with tools and associated costs. However, when implemented with purpose and care and in conjunction with guiding pedagogical frameworks, digital tools can engage and motivate learners, contribute to a sense of community, support varied learning needs and preferences, and ensure EAP programs remain relevant in an increasingly digital world.
TopIntroduction
Remote and online learning is here to stay, including in language learning contexts. These environments offer unique opportunities for language learners to interact with and practice language in diverse ways. Although these environments look and function differently from the traditional language classroom, the basic goal remains: to support students in their language learning journey so that they can successfully use English to achieve academic, professional, and personal goals. Although challenges in the adoption and learning process can occur, through intentional and careful inclusion of digital technologies and tools, remote and online language learning environments and technology can be engaging, meaningful, and, most importantly, useful for learners (Yamauchi, 2009). The authors of this chapter will draw on relevant literature and research regarding distance and online education, learning models, digital pedagogies, and language learning, making links to their professional experiences as instructors in English for Academic Purposes (EAP) programs in various post-secondary settings. Discussion will centre on the challenges and opportunities that the incorporation of digital technologies can bring to online EAP learning environments, and real life examples from the authors’ classroom experiences will be included to demonstrate how the discussed pedagogies and tools support language learning.
Key Terms in this Chapter
Blended Learning: Learning that mostly takes place in an in-person classroom and is complemented by online components.
ESL/EAP: English as Second Language/English for Academic Purposes. Many post-secondary institutions offer EAP programs as a way for ESL students to gain exposure to and practice using the language of academia prior to entering an undergraduate or graduate program.
Digital Natives: Individuals who were raised in a time where technology was prevalent and heavily used in all aspects of life.
Asynchronous Learning: Learning that takes place when an instructor and students are not present at the same time in a physical or virtual environment.
Digital Tools: Online educational platforms that enhance the learning process by allowing learners to accomplish different tasks that include collaboration, gamification, and community building.
Universal Design for Learning: Principles for making learning and classrooms more equitable and inclusive by providing multiple means of representation, multiple means of engagement, and multiple means of action and expression.
Hybrid Learning: Learning which combines in-person and online components, but a significant amount of learning takes place online.
Synchronous Learning: Learning that takes place when both instructor and students are present (virtually or physically) at the same time in a classroom.
LMS: The digital learning environment, accessible by both instructors and students, where course materials, activities, and assessments reside and occur.
E-Learning: Formalized teaching and learning conducted with technological media, including the Internet.