The Design and Implementation of Blended Language Courses in Tertiary Education - Couverture rigide
Livre 14 sur 18: Gdansk Studies in Language
Synopsis
The book proposes a comprehensive framework for blended language course design. It builds extensively on existing literature on the subject and draws from empirical research presented therein. The framework will be of help for blended language course authors and designers, as well as publishers, heads of studies, teacher trainers, decision makers at all levels and also language teachers.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l'auteur
Sylvia Maciaszczyk (PhD) combines her expertise in English Language Teaching, course design and online learning. Currently Assistant Professor in English Studies and Head of e-learning Center. Formerly Head of Language Center (SWPS) and Country Director of Studies in the largest chain of language schools in Poland.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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The Design and implementation of blended language courses in tertiary education. Gdansk Studies in Language ; Volume 14
Edité par
Berlin ; Bern ; Wien : Peter Lang, 2019
ISBN 10 : 3631775318
ISBN 13 : 9783631775318
Ancien ou d'occasion
Couverture rigide
Vendeur : Borkert, Schwarz und Zerfaß GbR, Berlin, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Festeinband. Etat : Wie neu. 190 Seiten ; 21 cm, Tadelloses, neuwertiges Exemplar. - The present work is concerned with Integration of Computer and Internet tech-nologies into tertiary language education, and it puts special focus on one form of such Integration, that is, blended courses, here understood as courses which combine face-to-face (F2F) tuition with online learning. The reason for such focus is twofold. Firstly, more and more tertiary schools and universities are introducing blended courses in their Standard olfering and, consequently, there is a great demand for knowledge on how to design and implement such blended tuition. The present work aspires to add to the existing knowledge on the subject. Secondly, it is also believed that blended courses exactly are that form of technology Integration which can take advantage of the best techniques and approaches available in both: modern face-to-face language classroom and Computer technology. Admittedly, the research discussed in the last chapter of the work was initi-ated in 2006 and continued over the next few years. It might thus be considered too old to be relevant to the field. However, from the vantage point of 2017, the subject literature still reports on the need to share knowledge on how to effectively design and implement blended courses (NMC Horizon Report: 2015 Higher Education Edition, NMC Horizon Report: 2017 Higher Education Edition). In the field of language education specifically, McCarthy (2016: 248) points to the lack of canon or rulebook for BL programmes in language education. Hence, I hope this work will contribute to the discussion on the subject among scholars and practitioners. To understand the potential of blended language courses, it is necessary to see them in the bigger context of Computer Assisted Language Learning (CALL) as a developing field, with its history and ongoing efforts to wisely use Computer tech-nologies in language learning. Therefore, Chapter 1 is a short account of major developments in CALL from the 1960s tili the initial years of the New Millennium. Chapter 2 is a discussion of theories and assumptions used as bases for research in, and practice of, teaching languages with technologies. In no way exhaustive, it serves to accentuate those theories which have the biggest potential for blended courses. Each of the theories discussed in Chapter 2 has had its moments of strongest, and then weaker, impact on CALL. For example, while behaviourism was considered a valid learning theory (in CALL and in other fields) in the 1960s, it feil out of favour in the 1980s, when cognitivism took lead. These trends are presented in two analyses of paradigm shifts in section 2.6, which will hopefully allow the reader to see the leap that has been made in how technologies once were, and now are, seen in educational contexts. Evident is the move from the focus on the technology only, with a relative disregard of the students cognitive abilities and needs, or the context in which learning takes place, to the view of technology as only one element in the intricate net of learning experiences, in which not only the technology itself but also the students, teachers, situations, smaller, and bigger contexts all have a considerable impact on learning outcomes. Chapter 3 outlines the more recent context in which CALL has been taking place. Hence, it offers an overview of some issues shaping the landscape of ter-tiary language education today: the changing profile and learning needs of the Student, the impact of Computer use on the notions of literacy, and the growing phenomenon of Open Educational Resources. Chapter 4 is an overview of classic literature on language course design and implementation, and it provides the context for the discussion of how blended courses specifically are written and constructed, which is the subject of Chapter 5. After a revision of available literature on blended course design, Chapter 5 ends with a proposal of a framework for blended course design. N° de réf. du vendeur 1147868
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The Design and Implementation of Blended Language Courses in Tertiary Education
Edité par
Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019
ISBN 10 : 3631775318
ISBN 13 : 9783631775318
Neuf
Couverture rigide
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Design and Implementation of Blended Language Courses in Tertiary Education
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Etat : New. N° de réf. du vendeur 35924674-n
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The Design and Implementation of Blended Language Courses in Tertiary Education
Edité par
Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019
ISBN 10 : 3631775318
ISBN 13 : 9783631775318
Neuf
Couverture rigide
Vendeur : PBShop.store US, Wood Dale, IL, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
HRD. Etat : New. New Book. Shipped from UK. Established seller since 2000. N° de réf. du vendeur CX-9783631775318
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Design and Implementation of Blended Language Courses in Tertiary Education
Edité par
Peter Lang, 2019
ISBN 10 : 3631775318
ISBN 13 : 9783631775318
Ancien ou d'occasion
Couverture rigide
Vendeur : GreatBookPrices, Columbia, MD, Etats-Unis
Évaluation du vendeur 5 sur 5 étoiles
Etat : As New. Unread book in perfect condition. N° de réf. du vendeur 35924674
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The Design and Implementation of Blended Language Courses in Tertiary Education (Gdansk Studies in Language)
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Design and Implementation of Blended Language Courses in Tertiary Education
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The Design and Implementation of Blended Language Courses in Tertiary Education: 14 (Gdansk Studies in Language)
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Design and Implementation of Blended Language Courses in Tertiary Education
Edité par
Peter Lang, 2019
ISBN 10 : 3631775318
ISBN 13 : 9783631775318
Ancien ou d'occasion
Couverture rigide
Vendeur : GreatBookPricesUK, Woodford Green, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Etat : As New. Unread book in perfect condition. N° de réf. du vendeur 35924674
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The Design and Implementation of Blended Language Courses in Tertiary Education
Edité par
Peter Lang Jul 2019, 2019
ISBN 10 : 3631775318
ISBN 13 : 9783631775318
Neuf
Couverture rigide
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The book proposes a comprehensive framework for blended language course design. It builds extensively on existing literature on the subject and draws from empirical research presented therein. The framework will be of help for blended language course authors and designers, as well as publishers, heads of studies, teacher trainers, decision makers at all levels and also language teachers. 192 pp. Englisch. N° de réf. du vendeur 9783631775318
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