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Professor Regine Hampel

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Professional biography

Regine Hampel is Full Professor of Open and Distance Language Learning at the Open University. As Associate Dean (Research Excellence) she leads the research activity in the Faculty of Wellbeing, Education and Language Studies and oversees the faculty’s submission to REF 2021, the UK’s Research Excellence Framework. From 2013 to 2016 she was Associate Dean (Research & Scholarship) in the Faculty of Education and Language Studies; from 2010 to 2013 she held the role of Director for Postgraduate Studies in the Centre for Research in Education and Educational Technologies (CREET). Before that she convened the Open Languages Research Group within the Department of Languages and was involved in the German programme offered by the Open University. This included designing and chairing a new level 2 German course that used an innovative blended approach.

Her research focuses on the use of digital technologies for language learning and teaching, contributing to new theoretical and pedagogical perspectives that go beyond narrow cognitive approaches and take account of sociocultural theories of learning and ecological principles as well as the multimodal nature of the new media. She is particularly interested in the affordances of the online tools available today and the potential they offer for learner interaction, communication and real-world learning, as well as the implications for task design, online teaching skills, and new literacies. This work has fed into a wide range of publications, presentations and other activities, including a recent monograph entitled Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach (Palgrave Macmillan) and a recently launched book series – New Theoretical Perspectives on Technology and Language Learning (Castledown). She was co-investigator on the OU’s Leverhulme Doctoral Training grant.

From 2011 to 2013 she was Assistant Editor for System: An International Journal of Educational Technology and Applied Linguistics. She is a Fellow of the Higher Education Academy.

Research interests

My research focuses on the use of online tools for language learning purposes and is closely linked to my work in open and distance language education. My overall goal is to contribute to a theoretical and pedagogical framework for online learning which goes beyond narrow cognitive approaches and takes account of sociocultural theories of interaction and collaboration as well as the multimodal nature of the new media. I am particularly interested in task design, learner interaction, teacher training, new literacies, and multimodal aspects of the new media, their affordances, and the potential they offer for collaboration and communication. This work has fed into books, articles, book chapters and conference presentations and symposia. Books include Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach (Palgrave Macmillan, forthcoming) as well as a co-authored book on Online Communication in Language Learning and Teaching (with Marie-Noëlle Lamy, 2007), an edited book (Hampel and Stickler, Developing Online Language Teaching: research-based pedagogies and reflective practice, Palgrave Macmillan, 2015), and two edited special issues of the CALICO Journal (on qualitative research in CALL) and Innovation in Language Learning and Teaching (Festschrift for Professor Jim Coleman). 

A list of my publications can be found under 'Publications'; downloads of some papers are available on the Open Research Online website (http://oro.open.ac.uk/).

I am on the Editorial Boards of Language Learning & Technology and ReCALL and regularly review for a range of journals (including ReCALL, Language Teaching, Applied Linguistics, Language Learning & Technology, CALICO Journal and CALL) and book publishers. I have also been a member on several conference programme committees (e.g. EUROCALL, WorldCALL, AAAL, ICCE and JALTCALL).

I have been invited to give a number of keynotes, including at the I ELT International Congress & II National Congress on Didactics (University of San Gil, Colombia, 2019), GLoCALL&ChinaCALL (University of Suzhou, China, 2018), JALTCALL conference (Nagoya University, 2015), and the EUROCALL Teacher Education SIG conference (Cyprus University of Technology, 2015). Invited presentation have included talks at the Universitat de València & Universitat Politècnica de València (Spain, 2017) and Stellenbosch University (South Africa, 2016), Örebro University (Sweden, 2014, 2015), and the Croatian Association for Applied Lingustics, University of Zagreb (2013).

I have been involved in various projects, many of which have attracted external funding. These include:

  • Open World Learning, funded by Leverhulme in the Doctoral Scholarship Scheme, 2015-2020
  • DOTS (Developing Online Teaching Skills), with partners in Croatia, Germany, Spain and Canada/US, funded by the European Centre for Modern Languages (ECML), 2008-2011; follow-up project MORE DOTS, 2012-2013; ICT-REV, ECML and the EU cooperation project, from 2013 (see Hampel & Stickler 2015)
  • Medienpass, funded by the European Commission (Leonardo da Vinci Programme), 2007-2009
  • Training tutors how to foster collaborative online learning, with the Universitat Oberta de Catalunya, Spain, 2007-2008 (see Hampel 2009, Ernest et al. 2012)
  • Spoken online language learning, 2-day seminar at the Open University, funded by BAAL/CUP, 2007
  • Project on the use of VLE tools for language learning and teaching, partly funded by the British Academy, award of OU Teaching Award for Associate Lecturers involved in the project, 2006-2007 (see Stickler & Hampel 2012, Hampel & Pleines 2013)
  • Study on task design in beginners language courses (German and Spanish), funded by the Subject Centre for Languages, Linguistics and Area Studies, 2003-2006 (see Hampel 2006)
  • The effectiveness of multimodal online language learning at a distance, with Monash University, Melbourne), funded by the Australian Research Council and the British Academy, 2003-2006 (see Hampel et al. 2005)
  • Tutor training for synchronous audio conferencing, study with Uschi Stickler, 2003-05 (see Hampel & Stickler 2005; Stickler & Hampel 2007)
  • Investigating different forms of CMC (audiographic conferencing, Instant Messaging, etc.) and their benefits for language learners, internally funded, 2002-2004 (see e.g. Hampel 2003; Hampel & Hauck 2004)

Teaching interests

From 2000 until 2010 I was involved in all German courses offered by the Open University, from beginners' to final-year degree level. This included producing new courses as well as being in charge of existing courses, and I led the production of a new level 2 German course with my colleague Christine Pleines. L203 Motive combines traditional course materials with DVD-ROMs and a Moodle-based virtual learning environment in a blended approach. My academic responsibilities included writing the business appraisal and the syllabus, planning and producing course materials, drawing up the assessment and the tuition strategy, designing the use of the VLE, and leading a team of academics and academic-related colleagues. Once the course was up and running I was responsible for running and maintaining it. The new course was informed by research on the use of a number of VLE tools (e.g. forums, blogs and videoconferencing) which was funded by the British Academy as well as the Open University's Pro Vice Chancellor (Teaching and Learning). To complement the findings on student experience, a tutor training project was carried out in collaboration with the Universitat Oberta de Catalunya. The results of these cutting-edge projects at the interface between teaching and research were crucial for the development of teaching in the department more widely.

In the early days of synchronous computer-assisted language learning I played a major role in introducing online tuition via Lyceum in several German courses at a time. Our course team gained an OU Teaching Award (2001-2002) for Integrating Internet-based real-time audiographic conferencing tools into distance language-learning, thus recognizing its innovative character. My involvement included task design, developmental testing, tutor training and the organization of student induction as well as chairing the departmental Lyceum Group.

Impact and engagement

The research in the context of the DOTS (Developing Online Teaching Skills) project – funded by the European Centre for Modern Languages (ECML) in Graz – and various follow-up projects (funded by the ECML as well as the EU) has led to the development of a comprehensive framework for the professional development of language teachers who teach online (Hampel & Stickler, 2005; Stickler & Hampel, 20015, Stickler, Hampel & Emke 2020). This has resulted in shaping the professional development agenda of those responsible for online language teaching, and impacting on the practice of over 1500 language teaching professionals across 30 countries, transforming their understanding and practice of online language teaching. This work is also feeding into a strong case study that is being prepared for REF2021.

External collaborations

Most recently, the Developing Online Teaching Skills (DOTS) team set up the international AILA Research Network Perspectives and Trajectories of the Language Teacher (https://aila.info/research/list-of-rens/perspectives-and-trajectories-of-language-teacher/). 

I am also a member of the multi-disciplinary and international network-based research group Communication, Culture and Diversity (CCD) at Jönköping University, Sweden, and have contributed to various conferences and a symposium (in Sweden and in South Africa) as well as to an edited book (Bagga-Gupta et al. 2019). 

I was one of the founding (and committee) members of the ground-breaking (but now defunct) Multimodality SIG within the British Association for Applied Linguistics (BAAL). Many of the former SIG members have contributions in The Routledge Handbook of Multimodal Analysis (2014) edited by Carey Jewitt.

And in the mid-2000s I spent time at Monash University to work with Uschi Felix on a project funded by the Australian Research Council. 

I work with colleagues across the globe who are interested in perspectives on computer-assisted language learning and teaching that go beyond cognitive and outcome-driven approaches. 

The DOTS project and its follow-up projects have involved partners from Spain, Germany, Croatia, Turkey and the US/Canada; the AILA Research Network Perspectives and Trajectories of the Language Teacher – created by the members of DOTS project – also includes members from South America, Australia, New Zealand and Asia. 

(See also under ‘External collaborations’.)

Research groups

NameTypeParent Unit
CREET: Language and Literacies Research ClusterClusterFaculty of Education and Language Studies

 

Externally funded projects

The Globe Theatre PhD Studentship in Playing Shakespeare
RoleStart dateEnd dateFunding source
Lead01 Oct 201630 Sep 2019Shakespeare's Globe (Globe Education)

This studentship is expected to run for three years, from October 2016. It is jointly funded by The Open University (Faculty of Wellbeing, Education and Language Studies) and The Globe Theatre Education Trust. The studentship is for research into the impact of Globe Education’s flagship schools programme, Playing Shakespeare with Deutsche Bank.

Open World Learning
RoleStart dateEnd dateFunding source
Co-investigator01 Oct 201530 Sep 2021LEVERHULME The Leverhulme Trust

The OU has been awarded a major grant from The Leverhulme Trust to enable 18 new PhD scholarships to drive forward knowledge of Open World Learning. The focus will be on how to increase access to education for all across the globe using new technologies and innovative approaches. The Leverhulme Trust has awarded a grant of £1,050,000 to The OU's Institute of Educational Technology (IET) and Faculty of Education and Language Studies (FELS) to fund 15 full-time, three-year doctoral scholarships over the next five years. In addition to this, the OU will fund a further three scholars from low and middle-income economies, taking the total number of places up to 18. Managed by the Centre for Research in Education and Educational Technology (CREET), the purpose of these scholarships is to explore the factors that support or impede inclusive approaches to learning, for example around the use of new communication methods such as social networking and devices such as mobile phones and tablets.

Publications

A developmental framework for online language teaching skills (2020-04-30)
Stickler, Ursula; Hampel, Regine and Emke, Martina
Australian Journal of Applied Linguistics, 3(1) (pp. 133-151)


Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers (2019-12-30)
Karamifar, Banafsheh; Germain-Rutherford, Aline; Heiser, Sarah; Emke, Martina; Hopkins, Joseph; Ernest, Pauline; Stickler, Ursula and Hampel, Regine
TESL Canada Journal, 36(3) (pp. 55-81)


Qualitative Research In Online Language Learning - What Can It Do? (2019-07)
Stickler, Ursula and Hampel, Regine
International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 9, Article 2(3)


Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices (2019-04)
Lee, Helen; Hampel, Regine and Kukulska-Hulme, Agnes
System, 81 (pp. 26-38)


Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting (2017-02)
Austin, Nick; Hampel, Regine and Kukulska-Hulme, Agnes
System, 64 (pp. 87-103)


Qualitative research in CALL (2015-09)
Stickler, Ursula and Hampel, Regine
CALICO Journal, 32(3) (pp. 380-395)


Editorial (2015)
Stickler, Ursula; Hampel, Regine and Murphy, Linda
Innovation in Language Learning and Teaching, 9(1) (pp. 1-3)


Enhancing interaction and communication in distance language learning by using new technologies [trans. by Junhong Xiao] (2014-05)
Hampel, Regine
Distance Education in China, 5 (pp. 11-19)


Fostering Student Interaction and Engagement in a Virtual Learning Environment: An Investigation into Activity Design and Implementation (2013-09)
Hampel, Regine and Pleines, Christine
The CALICO Journal, 30(3) (pp. 342-370)


Online teacher development: collaborating in a virtual learning environment (2013)
Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda and Stickler, Ursula
Computer Assisted Language Learning, 26(4) (pp. 311-333)


Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme (2013)
Hampel, Regine and de los Arcos, Beatriz
Innovation in Language Learning and Teaching, 7(2) (pp. 158-178)


The use of videoconferencing to support multimodal interaction in an online language classroom (2012-04-27)
Hampel, Regine and Stickler, Ursula
ReCALL, 24(2) (pp. 116-137)


CALL: a triangle of triangles (2012-03)
Montoro, Carlos and Hampel, Regine
The EuroCALL Review, 20(1)


Investigating language learning activity using a CALL task in the self-access centre (2011-09)
Montoro, Carlos and Hampel, Regine
SiSAL (Studies in Self-Access Learning) Journal, 2(3) (pp. 119-135)


CyberDeutsch: Language production and user preferences in a Moodle Virtual Learning Environment (2010-09)
Stickler, Ursula and Hampel, Regine
CALICO Journal, 28(1) (pp. 49-73)


Joining the DOTS. A collaborative approach to online teacher training (2010-03)
Stickler, Ursula; Ernest, Pauline; Beaven, Tita; Emke, Martina; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojewic, Mateusz-Milan
The EuroCALL Review, 16, (http://www.eurocall-languages.org/review/16/index.html)


Needs and challenges for online language teachers - the ECML project DOTS (2010)
Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph; Stanojevic, Mateusz Milan and Stickler, Ursula
Teaching English with Technology: A Journal for Teachers of English, 10(2) (pp. 5-20)


Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration (2009-03)
Hampel, Regine
Innovation in Language Learning and Teaching, 3(1) (pp. 35-50)


Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk (2009-01)
de los Arcos, Beatriz; Coleman, James A. and Hampel, Regine
ReCALL, 21(1) (pp. 3-17)


Designing online tutor training for language courses: a case study (2007-02)
Stickler, Ursula and Hampel, Regine
Open Learning, 22(1) (pp. 75-85)


Computer-mediated language learning: Making meaning in multimodal virtual learning spaces (2006-08)
Hampel, Regine and Hauck, Mirjam
JALT CALL Journal, 2(2) (pp. 3-18)


Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment (2006-05)
Hampel, Regine
ReCALL, 18(1) (pp. 105-121)


New skills for new classrooms: training tutors to teach languages online (2005-10)
Hampel, Regine and Stickler, Ursula
Computer Assisted Language Learning, 18(4) (pp. 311-326)


Complexities of learning and teaching languages in a real-time audiographic environment (2005)
Hampel, Regine; Felix, Uschi; Hauck, Mirjam and Coleman, James A.
German as a foreign language(3) (pp. 1-30)


Towards an effective use of audio conferencing in distance language courses (2004)
Hampel, Regine and Hauck, Mirjam
Language Learning & Technology, 8(1) (pp. 66-82)


Theoretical perspectives and new practices in audio-graphic conferencing for language learning (2003-05)
Hampel, Regine
ReCall, 15(1) (pp. 21-36)


Self-reflecting mirrors: Genre and narrative subversion in John Banville’s Trilogy (2002)
Hampel, Regine
New Comparison(33-44)


Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach (2019)
Hampel, Regine
ISBN : 978-3-030-31367-8 | Publisher : Palgrave Macmillan


Online communication for language learning and teaching (2007-12)
Lamy, Marie-Noëlle and Hampel, Regine
ISBN : 9780230001275 | Publisher : Palgrave Macmillan | Published : Basingstoke


'I write therefore I am?' Fictional autobiography and the idea of selfhood in the postmodern age (2001)
Hampel, Regine
ISBN : 3906767426 | Publisher : Peter Lang Publishing | Published : Bern


The Conceptualization of Time, Space, and the Body in Virtual Sites and the Impact on Language Learner Identities (2019-11-26)
Hampel, Regine
In: Bagga-Gupta, Sangeeta; Messina Dahlberg, Giulia and Lindberg, Yiva eds. Virtual Sites as Learning Spaces (pp. 269-294)
ISBN : 978-3-030-26928-9 | Publisher : Palgrave Macmillan


Theoretical approaches and research-based pedagogies for online teaching (2015-03-25)
Hampel, Regine
In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments (pp. 134-149)
ISBN : 9781137412256 | Publisher : Palgrave Macmillan | Published : Houndmills


Transforming teaching: new skills for online language learning spaces (2015-03)
Stickler, Ursula and Hampel, Regine
In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments (pp. 63-77)
ISBN : 9781137412256 | Publisher : Palgrave Macmillan | Published : Houndmills


Introduction: From teacher training to self-reflective practice (2015)
Hampel, Regine and Stickler, Ursula
In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments (pp. 1-11)
ISBN : 9781137412256 | Publisher : Palgrave Macmillan | Published : Houndmills


Teaching and learning online – Developing your skills to develop others. (2015)
Stickler, Ursula; Emke, Martina; MoreDOTS Project, Team; Hampel, Regine and Beaven, Tita
In: Krings, Hans P. and Kühn, Bärbel eds. Fremdsprachliche Lernprozesse. Erträge des 4. Bremer Symposions zum Fremdsprachenlehren und -lernen an Hochschulen.. Fremdsprachen in Lehre und Forschung (FLF) (pp. 199-209)
ISBN : 978-3-925453-62-5 | Publisher : Arbeitskreis der Sprachenzentren e.V.


Making meaning online: computer-mediated communication for language learning (2014-11-20)
Hampel, Regine
In: Peti-Stantić, Anita and Stanojević, Mateusz-Milan eds. Language as Information. Proceedings from the CALS Conference 2012 (pp. 89-106)
ISBN : 978-3-631-64758-5 | Publisher : Peter Lang | Published : Frankfurt am Main


What are multimodal data and transcription? (2013-11-22)
Flewitt, Rosie; Hampel, Regine; Hauck, Mirjam and Lancaster, Lesley
In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis (2nd edition) (pp. 44-59)
ISBN : 978-0-415-51974-8 | Publisher : Routledge | Published : London


Multimodal computer-mediated communication and distance language learning (2012-11)
Hampel, Regine
In: Chapelle, Carol A. ed. The Encyclopedia of Applied Linguistics
ISBN : 978-1-4051-9473-0 | Publisher : Wiley-Blackwell


Collaboration and interaction: the keys to distance and computer-supported language learning (2012)
Coleman, James A.; Hampel, Regine; Hauck, Mirjam and Stickler, Ursula
In: Levine, Glenn.S.; Phipps, Alison and Blythe, Carl eds. Critical and Intercultural Theory and Language Pedagogy (pp. 161-180)
ISBN : 9780495800071 | Publisher : Cengage Learning | Published : Florence, KY, USA


Task design for a virtual learning environment in a distant language course (2010-09-02)
Hampel, Regine
In: Thomas, Michael and Reinders, Hayo eds. Task-Based Language Learning and Teaching with Technology (pp. 131-153)
ISBN : 9781441101532 | Publisher : Continuum Publishing | Published : London


What are multimodal data and transcription? (2009-07-30)
Flewitt, R. S.; Hampel, R.; Hauck, M. and Lancaster, L.
In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis (pp. 40-53)
ISBN : 978-0-415-43437-9 | Publisher : Routledge | Published : London


Towards an effective use of audioconferencing in distance learning courses (2009-05-18)
Hampel, Regine and Hauck, Mirjam
In: Hubbard, Philip ed. Computer Assisted Language Learning. Critical Concepts in Linguistics (pp. 74-96)
ISBN : 978-0-415-46539-7 | Publisher : Routledge | Published : London


Strategies for online environments (2008-10)
Hauck, Mirjam and Hampel, Regine
In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings (pp. 283-302)
ISBN : 9781847690982 | Publisher : Multilingual Matters | Published : Clevedon, UK


New literacies and the affordances of the new media: Using audiographic computer conferencing for language learning (2007)
Hampel, Regine
In: Schneider, S. and Würffel, N. eds. Kooperation & Steuerung: Fremdsprachenlernen und Lehrerbildung mit digitalen Medien. Gießener Beiträge zur Fremdsprachendidaktik (pp. 33-53)
ISBN : 978-3-8233-6300-2 | Publisher : Gunter Narr Verlag | Published : Tübingen


Medien - von der Zeitung zum Internet (2006-05-25)
Baumann, Uwe and Hampel, Regine
In: Baumann, Uwe and Duensing, Annette eds. Developing writing skills in German (pp. 60-84)
ISBN : 9780415397469 | Publisher : Routledge | Published : London


The challenges of implementing online tuition in distance language courses: Task design and tutor role (2005-02)
Hampel, R and Hauck, M
In: Holmberg, B.; Shelley, M. and White, C. eds. Distance Education and Languages, Evolution and Change
ISBN : 1 8535 9776 7 | Publisher : Multilingual Matters


Using Synchronous Conferencing to Support Distance Language Learning: a case study (2004)
Hampel, Regine; Hauck, Mirjam and Shield, Lesley
In: Salmon, Gilly ed. E-Moderating: The Key to Teaching and Learning Online
ISBN : 415335442 | Publisher : Routledge Falmer


Using internet-based audio-graphic and video conferencing for language teaching and learning (2003-01-01)
Hampel, Regine and Baber, E
In: Felix, U ed. Language Learning Online (Language Learning and Language Technology, 3) (pp. 38-41)
ISBN : 90-265-1948-6 | Publisher : Swets & Zeitlinger | Published : Lisse, Nertherlands


Using Lyceum, an audio-graphic conferencing system, to talk at a distance (2003)
Hauck, Mirjam and Hampel, Regine
In: Goodfellow, D; Fenner, A; Garrido, C and Tella, S eds. The educational use of ICT in teacher education and distance language learning
Publisher : European Centre for Modern Language of the Council for Europe


Variationen: Kontexte (2002)
Hampel, Regine
In: ?
Publisher : Open University


Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices (2015-03)
Hampel, Regine and Stickler, Ursula eds.
New Language Learning and Teaching Environments
ISBN : 9781137412256 | Publisher : Palgrave Macmillan | Published : Houndmills


Perspectives and trajectories of the language teacher in the 21st century (2018)
Karamifar, Banafsheh; Stickler, Ursula; Hampel, Regine; Germain-Rutherford, Aline; Hopkins, Joseph; Heiser, Sarah; Ernest, Pauline; Emke, Martina and Pellerin, Martine
In : Proceedings WorldCALL 2018 Concepción, 13-16 November, 2018 CALLing all the CALLers Worldwide (13-16 Nov 2018, Concepcion, Chile) (pp. 51-54)


Modelling typical online language learning activity (2014-12-14)
Montoro, Carlos; Hampel, Regine and Stickler, Ursula
In : 2014 EUROCALL Conference (20-23 Aug 2014, Groningen, The Netherlands) (pp. 237-240)


"What I think works well...." Learners' evaluation and actual usage of online tools (2007-09)
Stickler, Ursula and Hampel, Regine
In : Interactive Computer Aided Learning (ICL) International Conference (26-28 Sep 2007, Villach, Austria)


Instant messaging in distributed and distance language learning (2005)
Rossade, K. D.; Heins, B. and Hampel, R.
In : World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005 (2005, Chesapeake, VA)


From the editors: stepping stones to teaching lnguages with technology (2010)
Stickler, Ursula; Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojevic, Mateusz Milan
Journal of Teaching English with Technology (10) 2