Feedback in Distance Education

This study investigates the feedback features of a distance learning teacher training course in second/foreign language learning (Greek). The course attempted to offer a balanced syllabus on the theory of second/foreign language learning and practical information for language teachers to adopt and implement in the language classroom. The course embodied 10 units incorporated into five modules, namely: (i) methodology of teaching; (ii) teaching of listening; (iii) teaching of writing; (iv) teaching of spelling; and (v) testing. Each module was designed to take approximately –4 hr for students to complete. All the material was stored on the Internet and participants were provided with user names and passwords to access it from their location. Instructions on how to run the software and useful tips relating to distance self-study were also provided on-line. Where possible, the material was written in a conversational style in order to activate the participants’ knowledge of the subject. From a total of 51 applications, 33 applicants were selected, and 21 actually started the course. All participants had to submit a compulsory assignment for every module (every 15 days) and two final projects (of their choice from a total of five topics), after having completed the five modules. Drop-out rates were very low; 18 students finished the course successfully and completed a questionnaire related to technical, design, relevance, and feedback issues. The results revealed several interesting issues related to design, application and feedback, resulting from the way in which each student exploited the material for self-study.