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Hybrid learning spaces: Re-envisioning language learning
|Title:||Hybrid learning spaces: Re-envisioning language learning|
|Date Issued:||01 Jan 2012|
|Publisher:||Heinle Cengage Learning|
|Citation:||Ducate, L., Lomicka, L., Lord, G. (2012). Hybrid learning spaces: Re-envisioning language learning. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 67-91. http://hdl.handle.net/102015/69711|
|Abstract:||As institutions of higher education are encouraged to do more with fewer resources,|
educators and administrators are increasingly contemplating “hybrid” or
“blended” learning. Various studies have asserted that enhancing course content
through technology can support in-depth delivery and analysis of knowledge and
increase student satisfaction. The chapter addresses some of the primary theoretical
issues at stake in the implementation of hybrid courses into second language
learning while also providing case study examples of ways in which Web 2.0 technologies
can be used to make the most of our new educational landscape. Second
language acquisition theories are also discussed with respect to their implementation
in hybrid learning before taking a critical look at tools that have been used in
face-to-face contexts and adapted in blended or hybrid courses at undergraduate
as well as graduate levels. These examples are provided to showcase the ways in
which technological tools can enable the enrichment and extension of the classroom
setting in both traditional and alternative settings.
|Appears in Collections:||
2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES|
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