摘要：Alittle over thirty years ago, in Solvieg Olsen’s 1978-79 survey of college language departments, the mere idea of offering computer assisted language courses was overwhelmingly rejected. Today, a random search for online language courses results in dozens of browser pages, filled with course offerings worldwide. This article focuses on the experiences of three university level online language instructors, and discusses two major considerations facing online language course designers and instructors: general best practices in the online teaching and learning environment and the discipline specific considerations for online language courses. The writers, while experienced in designing and teaching French and Spanish online courses, acknowledge that many of the challenges and strategies discussed in the article are applicable to online learning in general.
其他摘要：Alittle over thirty years ago, in Solvieg Olsen’s 1978-79 survey of college language departments, the mere idea of offering computer assisted language courses was overwhelmingly rejected. Today, a random search for online language courses results in dozens of browser pages, filled with course offerings worldwide. This article focuses on the experiences of three university level online language instructors, and discusses two major considerations facing online language course designers and instructors: general best practices in the online teaching and learning environment and the discipline specific considerations for online language courses. The writers, while experienced in designing and teaching French and Spanish online courses, acknowledge that many of the challenges and strategies discussed in the article are applicable to online learning in general.
关键词：online learning; distance education; distance learning; second languages; foreign languages
