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Sep 22, 2021 · In this section of the book, we consider broader issues of language learning and teaching in relation to blended learning, considering what we know about language teaching and learning in conventional, face-to-face classrooms and exploring the questions this raises when language learning is transferred to the online and computermediated ...
The book makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. It is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning.
May 24, 2024 · The studies included in this review highlight the following three themes: (1) focusing on ICT affordances and constraints to identify the potential of online technologies for OILL; (2) focusing on learners in OILL to explore the nature and learners’ cognition of learning; and (3) the roles of various stakeholders in OILL.
- THE CAMBRIDGE GUIDES SERIES
- The Cambridge Guide to Research in Language Teaching and Learning
- The Cambridge Guide to Second Language Assessment
- The Cambridge Guide to Teaching English to Speakers of Other Languages
- Chapter 7
- Scott Thornbury
- Christopher Johnson and Debra Marsh
- THE EDITOR
- INTRODUCTION
Authoritative, comprehensive and accessible guides, addressing both the theoretical and the practical aspects of key topics in second language teaching and learning. For more information on these titles, please visit: www.cambridge.org/elt Other titles in this series:
Edited by James Dean Brown and Christine Coombe
Edited by Christine Coombe , Peter Davidson , Barry O’Sullivan and Stephen Stoynoff
Edited by Ronald Carter and David Nunan The Cambridge Guide to
Educational Technology: Assessing its Fitness for Purpose
The Role of Interaction in a Blended Learning Context Steve Walsh
Blended Teaching and the Changing Role of the Language Teacher: The Need for a Review of Teacher Professional Development Anna Comas-Quinn
I would like to thank Debra Marsh for her editorial support and close collaboration during the early stages of the book’s development. I would also like to thank Bryan Fletcher for his pioneering work on blended learning courses and for inspiring me to learn more and to become involved in the world of BL. Jo Timerick played an especially important ...
For centuries teachers the world over have sought to provide the conditions in which their learners can learn. Opinions and practices may differ; what constitutes ‘good’ conditions and effective learning has long been a matter for lengthy discussion and debate. Today, with the rapid development in the use of technology in our everyday lives and inc...
Nov 1, 2023 · Blended learning can facilitate the realization of mastery learning theory. First, for blended learning, it is more convenient to understand learners’ cognitive level in advance and use online learning resources to enable students to acquire knowledge required at an early stage.
Dec 22, 2015 · the term blended learning refers to any programme of study that is delivered by appropriately combining both synchronous interactive study (usually face-to-face) and asynchronous (individual) study (usually online). We could go further and say, 'It's in the blend!' That is, the key to a successful blended learning approach
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Can blended learning provide effective learning & teaching?
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What is online informal learning?
fl. researchers. As noted by Isbell (2018) and others, today more language learning happens in online environments than in institutional settings. This has sparked interest in a specific form of learning beyond the classroom, namely online informal language learning (OILL).
