Theoretical and empirical foundations for blended language learning

dc.contributor.author	Goertler, Senta
dc.date.accessioned	2020-12-14T23:17:28Z
dc.date.available	2020-12-14T23:17:28Z
dc.date.issued	2012-01-01
dc.description.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.
dc.identifier.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
dc.identifier.uri	http://hdl.handle.net/10125/69709
dc.publisher	Heinle Cengage Learning
dc.title	Theoretical and empirical foundations for blended language learning
dc.type	Article
dc.type.dcmi	Text
prism.endingpage	49
prism.startingpage	27
prism.volume	2012

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