Hybrid Language Teaching in Practice: Perceptions, Reactions, and Results by Berta CarrascoHybrid Language Teaching in Practice: Perceptions, Reactions, and Results by Berta Carrasco

Hybrid Language Teaching in Practice: Perceptions, Reactions, and Results

byBerta Carrasco, Stacey Margarita Johnson

Paperback | March 30, 2015

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This 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?.
Title:Hybrid Language Teaching in Practice: Perceptions, Reactions, and ResultsFormat:PaperbackDimensions:100 pagesPublished:March 30, 2015Publisher:Springer International PublishingLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:3319164252

ISBN - 13:9783319164250

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Table of Contents

Chapter 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.

Editorial Reviews

This book is a true practitioners' account of a current and pressing problem: how to integrate online and face-to-face instruction coherently in one language course. The authors show significant understanding of hybrid language teaching and guide the reader carefully through the different stages of decision making, planning, integration and evaluation. The perspective taken is refreshingly devoid of unchallenged techno-enthusiasm, and teachers who might themselves be in doubt about the use of computers will find many of their arguments reflected and discussed. Overall, this is a very helpful addition to the literature about hybrid language teaching and a useful book for any teacher considering the integration of online elements into their classes. Ursula Stickler, The Open University, UK