Cultivating a community of learners in a distance learning postgraduate course for language professionals

Written by
Language: English

© 2016 Angelos Konstantinidis, Cecilia Goria.

Crossref Similarity Check logo


The purpose of this contribution is to share reflections and practices in cultivating a community of learners in the context of a professional development programme at Master's level for language teachers. The programme implements a highly participatory pedagogical model of online learning which combines the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 1999) with the Community Indicator Framework (CIF) (Galley, Conole, & Alevizou, 2012). The tangible outcome of our revised interpretation of the two models is a cohesive community characterised by a strong sense of commitment towards the learning of the individuals as well as that of the group. This affects the quality of the learning experience, enhances academic achievements, and increases student retention.

Keywords: online community, language teachers, distance learning.


Galley, R., Conole, G., & Alevizou, P. (2012). Community indicators: a framework for observing and supporting community activity on Cloudworks. Interactive Learning Environments, 22(3), 373-395.

Garrison, D., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.

Goria, C., & Lagares, M. (2015). Open online language courses: the multi-level model of the Spanish N(ottingham)OOC. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 221-227). Dublin Ireland:

Weller, M. (2012). The openness-creativity cycle in education. Journal of Interactive Media in Education JIME, 2012(1), 2.

How to cite

Citation is provided in standard text format below. For full citation export options, click Export citation.

Konstantinidis, Angelos; Goria, Cecilia. (2016). Cultivating a community of learners in a distance learning postgraduate course for language professionals. In Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny (Eds), CALL communities and culture – short papers from EUROCALL 2016 (pp. 230-236).

Request permissions

This article is published under the Attribution-NonCommercial-NoDerivatives International 4.0 (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online (as PDF files) for anybody to read, download, copy, and redistribute provided that the AUTHOR(s), EDITORIAL TEAM and PUBLISHER are properly cited. Commercial use and derivative works are, however, not permitted.

Permission is not required for the republication of tables, figures or illustrations, as long as they are reproduced accurately and the source material is fully cited. It may be the case that the licence does not give you all of the permissions necessary for your intended use. If this is your current situation, please do feel free to ask the copyright holders, i.e. the authors; email addresses are listed on individual papers.

From the same authors

Collaborative Italian: An Open Online Language Course
Goria, Cecilia.
Open online language courses: the multi-level model of the Spanish N(ottingham)OOC
Goria, Cecilia; Lagares, Manuel.
Notes on contributors
Goria, Cecilia; Speicher, Oranna; Stollhans, Sascha.
“Innovative language teaching and learning at university: enhancing participation and collaboration” – an introduction
Goria, Cecilia; Speicher, Oranna; Stollhans, Sascha.