Abstract
This article describes the motivation and reasoning behind an ongoing project to create an online presence of a Self-Access Center (SAC). The project involves the selection and integration of a number of technologies which work to together to supplement the physical SAC. The authors argue that such projects have value both for the institutions which host them, and also for the learners they serve, such as support of individualized and independent learning, promotion of the SAC, and hosting and archiving resources. Establishing an online presence allows learners much greater freedom in when, where, what, and how they study.
Highlights
An integrated online presence allows a new dimension to be added to the term self-access
This article has outlined the major technologies introduced in the development of the online presence of the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) and has shown the main functional areas that these technologies serve
We agree with Mynard (2012) that “a self-access facility is much more than just a library of resources” and do not foresee the expanding role of an online presence as a path leading to the end of physical Self-Access Center (SAC)
Summary
Supplementing a Physical Self-Access Learning Center with a Virtual Presence The Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan has been focusing on creating an online presence to augment its physical space.
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