Titlebook: Hybrid Language Teaching in Practice; Perceptions, Reactio Berta Carrasco,Stacey Margarita Johnson Book 2015 The Author(s) 2015 classroom-b

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ERUPT

Technology in Day-to-Day Pedagogy,well in a traditional low-tech classroom, yet we argue that they are greatly improved through the use of technology. We will explain the pedagogy behind these three activities, the learning objectives, and the related assessments.

同位素

Student Results and Feedback,ourses? Overwhelmingly, our students reported that the cultural knowledge and intercultural competence that they learned as a result of the hybrid course was the learning they were most likely to remember.

Acclaim

Conclusions,This book is our answer to that gap in the literature, bridging theory and practice through a study of best practices and of our own classes. This chapter includes advice for hybrid teachers, advice for hybrid students, and the authors‘ final thoughts.

積習(xí)已深

2211-1921 and feedback.Combines theoretical perspectives from both digThis 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 practica

即席

ANA

Our Perspectives on Hybrid Language Teaching,ith varying levels of expertise and experience with instructional technology. There is no one-size-fits-all universal pedagogy that works in all hybrid courses. However, there are many well-developed fields of study that contribute to our understanding of how to design effective instruction.

悶熱

Book 2015ons, 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 lev

不給啤

Berta Carrasco,Stacey Margarita JohnsonOffers information on the creation of a pedagogically-sound hybrid course.Practical examples from actual courses, student learning outcomes and feedback.Combines theoretical perspectives from both dig

heterodox

SpringerBriefs in Educationhttp://image.papertrans.cn/h/image/430113.jpg