Change the direct quotation below into paraphrases. Given its context, CCQ had various options in how to approach a move to learning online. As this study focuses on language teachers, the options reviewed here focus on language equivalents of more general approaches. Online Language Learning and Teaching (OLLT) requires a systematic process of course “planning, designing and determination of aims to create an effective learning ecology” (Bozkurt and Sharma ii). In so doing, it should offer “opportunities for sufficient input, output, and interaction…with feedback from peers, the teacher, and technology with the possibility for individualization” (Gacs et al. 382) with “technology…facilitating pedagogy [and] not vice-versa.” (McCarthy 3). For Glick and Fang (cited in Richards 637), the success of an online language course depends on: a) a well-structured e-learning course design; b) a clearly defined role for e-tutors; c) training and orientation for e-tutors and students before the course; d) regular assessment of tutors; and e) the interaction in the course of a range of automatic tools for assessment and self-learning. However, the urgency of action required by CCQ made such a systematic and planned option untenable.

CCQ is a college