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Best practices in online learning: Is if for everyone?
|Title:||Best practices in online learning: Is if for everyone?|
|Date Issued:||01 Jan 2012|
|Publisher:||Heinle Cengage Learning|
|Citation:||Blake, R. (2012). Best practices in online learning: Is if for everyone? The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 10-25. http://hdl.handle.net/102015/69708|
|Abstract:||In this chapter, I advocate for the need to use technology in the foreign language|
(FL) curriculum and describe different conditions under which technology fits
into the curriculum, including the implementation of online courses. This implies,
of course, that not all online courses are the same by any stretch of the
imagination, just as not all in-class, face-to-face (F2F) classes produce the same
learning experience. Many in the language teaching profession seek to compare
directly online learning with an imagined gold standard represented by F2F classroom
learning. I examine the difficulties in doing this type of comparative research,
which is fraught with numerous uncontrolled individual variables that
make asking the question, “Which is better?” unproductive for the field. I try
to explain why some quarters of the FL field persist in refusing to accept online
courses into the FL curriculum for normal course credit despite the growing use
of online courses in higher education. Finally, I consider the questions of whether
or not the online learning environment constitutes a good fit for everyone. I present
evidence that online language learning presents a difficult avenue of study for
certain students, but it also promises to be a most excellent alternative for others.
Suggestions are made for what could be a more fruitful research agenda concerning
online language learning and the computer-assisted language learning field.
|Appears in Collections:||
2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES|
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