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Theoretical and empirical foundations for blended language learning
|Title:||Theoretical and empirical foundations for blended language learning|
|Date Issued:||01 Jan 2012|
|Publisher:||Heinle Cengage Learning|
|Citation:||Goertler, S. (2012). Theoretical and empirical foundations for blended language learning. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 27-49. http://hdl.handle.net/102015/69709|
|Abstract:||Fully and partially online courses are on the rise in colleges across the country.|
Although administrative and logistical reasons often dominate the discussion and
the planning of partially or fully online courses, as language educators, we must also
consider the potential benefits for language learning. This chapter first presents a
quick summary of research on blended learning (BL). The main portion of the chapter
focuses on a discussion of the relationship between second language acquisition
theories and different computer-assisted language learning formats as they relate to hybrid and online learning. The next section presents arguments in favor of BL
based on confirmed second language acquisition processes. The chapter concludes
with recommendations for curricular design of BL and online learning.
|Appears in Collections:||
2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES|
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