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(1) Background: The aim of the present study was to assess the impact of reverberation on speech perception in noise and spatial release from masking (SRM) in bimodal or bilateral cochlear implant (CI) users and CI subjects with low-frequency residual hearing using combined electric–acoustic stimulation (EAS). (2) Methods: In total, 10 bimodal, 14 bilateral CI users and 14 EAS users, and 17 normal hearing (NH) controls, took part in the study. Speech reception thresholds (SRTs) in unmodulated noise were assessed in co-located masker condition (S0N0) with a spatial separation of speech and noise (S0N60) in both free-field and loudspeaker-based room simulation for two different reverberation times. (3) Results: There was a significant detrimental effect of reverberation on SRTs and SRM in all subject groups. A significant difference between the NH group and all the CI/EAS groups was found. There was no significant difference in SRTs between any CI and EAS group. Only NH subjects achieved spatial release from masking in reverberation, whereas no beneficial effect of spatial separation of speech and noise was found in any CI/EAS group. (4) Conclusions: The subject group with electric–acoustic stimulation did not yield a superior outcome in terms of speech perception in noise under reverberation when the noise was presented towards the better hearing ear. [ABSTRACT FROM AUTHOR]

This article outlines the background to, and progress on, a project based on work carried out at the Open University UK (OUUK). The aim of the project is to articulate the attributes and expertise required by tutors of languages in distance education. A review of the literature on the roles and competencies required for tutors operating at a distance indicates that the specific context of language teaching has received relatively little attention from researchers in the field. There has, however, been considerable interest in the skills and attributes necessary for face-to-face language teaching in the classroom, which is outlined here. Issues of definition and research perspective are discussed, as well as the advantages and disadvantages of various research approaches. The different stages and outcomes of the collaborative project are described in detail, demonstrating how the unfolding research design allowed opportunities for consultation, reflection, and responsive changes. The next stages of consultation are outlined, together with implications for the on-going professional development of tutors. (Contains 1 table.)