Advising in open and distance settings: learner contributions and the learning context (Talk T14) The significance of the learner’s individual contribution to the learning process has been explored by many researchers (Breen, 2001; Larsen-Freeman, 2001; Robinson, 2002; Dörnyei and Ushioda, 2009). Their focus has been largely on the classroom setting, but these days providers are increasingly offering open, distance or blended learning. This indicates the importance of considering the role of learner contributions in such settings where greater demands are placed on the learner to manage their learning (Hurd, 2003, 2007; White, 2003). White (1999, 2003, 2005) refers to an essential process of learner adjustment to the specific characteristics of open and distance learning as the ‘learner-context interface’. Drawing on the experience of distance learners of languages at The Open University (UK), this paper will examine the nature and influence of learner contributions in this setting and the skills required of teacher advisers supporting learners in reconciling their individual contributions and the learning context.

1. Advising in Open and Distance Settings: Learner Contributions and the Learning Context Linda Murphy and Stella Hurd Department of Languages, Faculty of Education and Language Studies, The Open University, UK. [email_address] [email_address]

13. The Interface in Action (1) Data gathered in a study of distance learners of languages at Beginner level Studying for 30 credit points, average 5-6 hours study per week, November-October Print and audio materials; optional tuition at face-to-face or synchronous online tutorials; on-going support from tutor; asynchronous and synchronous conferencing facility; regular assessment

15. The Interface in Action (3) Students aged 22-75, male and female New to distance learning New to language learning Learning another language 101 completed the first log 32 completed logs regularly from Feb to Sept 2 students of French selected for detailed examination