Please use this identifier to cite or link to this item:
Re-envisioning L2 hybrid and online courses as digital open learning and teaching environments: Responding to a changing world
|Title:||Re-envisioning L2 hybrid and online courses as digital open learning and teaching environments: Responding to a changing world|
|Authors:||Thoms, Joshua J.|
open educational resources
open educational practices
|Date Issued:||15 Oct 2020|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
(co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center)
|Citation:||Thoms, J. J. (2020). Re-envisioning L2 hybrid and online courses as digital open learning and teaching environments: Responding to a changing world. Second Language Research & Practice, 1(1), 86-98. http://hdl.handle.net/10125/69842|
|Abstract:||This article begins with a summary of the research literature that has been carried out over the last ten years regarding second language (L2) learning and teaching issues in college-level hybrid and online course environments. Next, I explore the open education movement and highlight characteristics that are shared between open educational resources and practices as well as open access scholarship and the interactions, activities, materials, and digital tools that are commonly used in L2 hybrid and online courses. As such, the primary focus of this article examines how L2 hybrid and online course environments can be conceptualized as—and are increasingly becoming—digital open learning and teaching ecologies (van Lier, 2004). Re-envisioning L2 hybrid and online courses as digital open learning and teaching environments presents both opportunities and challenges for L2 learners and teachers and the language education field as a whole. I therefore conclude with an overview of future empirical, pedagogical, and curricular issues and questions that will need to be addressed related to L2 digital open efforts as they continue to expand.|
|Appears in Collections:||
VOLUME 01 - Issue 1|
Please email email@example.com if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.