Hybrid learning spaces: Re-envisioning language learning
| dc.contributor.author | Ducate, Lara | |
| dc.contributor.author | Lomicka, Lara | |
| dc.contributor.author | Lord, Gillian | |
| dc.date.accessioned | 2020-12-14T23:17:38Z | |
| dc.date.available | 2020-12-14T23:17:38Z | |
| dc.date.issued | 2012-01-01 | |
| dc.description.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. | |
| dc.identifier.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 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69711 | |
| dc.publisher | Heinle Cengage Learning | |
| dc.title | Hybrid learning spaces: Re-envisioning language learning | |
| dc.type | Article | |
| dc.type.dcmi | Text | |
| prism.endingpage | 91 | |
| prism.startingpage | 67 | |
| prism.volume | 2012 |
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