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000726122 020__ $$a9783319164267$$qelectronic book
000726122 020__ $$a3319164260$$qelectronic book
000726122 020__ $$z9783319164250
000726122 0247_ $$a10.1007/978-3-319-16426-7$$2doi
000726122 035__ $$aSP(OCoLC)ocn905224086
000726122 035__ $$aSP(OCoLC)905224086
000726122 040__ $$aN$T$$beng$$erda$$epn$$cN$T$$dN$T$$dGW5XE$$dUPM$$dCOO$$dYDXCP$$dCDX$$dOCLCF$$dOCLCO$$dEBLCP
000726122 049__ $$aISEA
000726122 050_4 $$aLB1028.5
000726122 08204 $$a371.3$$222
000726122 1001_ $$aCarrasco, Berta,$$eauthor.
000726122 24510 $$aHybrid language teaching in practice$$h[electronic resource] :$$bperceptions, reactions, and results /$$cBerta Carrasco, Stacey Margarita Johnson.
000726122 264_1 $$aCham :$$bSpringer,$$c[2015]
000726122 264_4 $$c©2015
000726122 300__ $$a1 online resource.
000726122 336__ $$atext$$btxt$$2rdacontent
000726122 337__ $$acomputer$$bc$$2rdamedia
000726122 338__ $$aonline resource$$bcr$$2rdacarrier
000726122 4901_ $$aSpringer briefs in education,$$x2211-1921
000726122 504__ $$aIncludes bibliographical references.
000726122 5050_ $$aChapter 1 Introduction -- Chapter 2 Our Perceptions of Hybrid Language Learning -- Chapter 3 How Our Course is Organized -- Chapter 4 Technology and Pedagogy -- Chapter 5 Student Results and Feedback -- Chapter 6 Conclusion.
000726122 506__ $$aAccess limited to authorized users.
000726122 520__ $$aThis book allows readers to explore the inner workings of a hybrid class from the perspectives of two instructors with different pedagogical orientations, from the students? perspectives, including learning outcomes and immediately practical teaching tools. The authors meet the challenge of how to preserve pedagogy and content while making good use of digital tools and online opportunities. Language teachers at the secondary and postsecondary level will enjoy the authors? first person narrative of the creation of a pedagogically-sound hybrid course, practical examples from their courses, as well as student learning outcomes and feedback on the various technological activities. During a year-long study of the authors? hybrid courses they used a mixed methods design to answers these questions: How does a hybrid course change our teaching? How does the hybrid course affect student learning experiences? What technology-based activities are most effective in our hybrid course?.
000726122 650_0 $$aBlended learning.
000726122 650_0 $$aLanguage and languages$$xStudy and teaching.
000726122 650_0 $$aDistance education$$xComputer-assisted instruction.
000726122 7001_ $$aJohnson, Stacey Margarita,$$eauthor.
000726122 77608 $$iPrint version:$$z9783319164250
000726122 830_0 $$aSpringerBriefs in education.
000726122 852__ $$bebk
000726122 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-16426-7$$zOnline Access$$91397441.1
000726122 909CO $$ooai:library.usi.edu:726122$$pGLOBAL_SET
000726122 980__ $$aEBOOK
000726122 980__ $$aBIB
000726122 982__ $$aEbook
000726122 983__ $$aOnline
000726122 994__ $$a92$$bISE