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Higher Learning Research Communications, v4 n3 p23-41 Sep 2014

The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration). This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify "effective" and "appropriate" best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that a flipped classroom model is beginning to develop. The authors of this study found evidence of changing approaches to language teaching, changes that are not without their challenges, but for a number of the teachers who participated in this research sample these changes are bringing considerable benefit to their teaching experience. This study offered teachers another opportunity to become change managers for students who need to acquire the autonomous, life-long learning skills of the 21st as they transition into professional life. The scope of this study cannot address and solve all of the issues involved in this process, but it provides a step towards that end.

Descriptors: Blended Learning, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Teaching Methods, Teaching Experience, Educational Change, Best Practices, Lifelong Learning, Personal Autonomy, Student Motivation, Student Participation, Focus Groups

Laureate Education, Inc. 650 South Exeter Street #12, Baltimore, MD 21202. Tel: 410-843-6100; e-mail: hlrceditor[at]laureate.net; Web site: http://www.hlrcjournal[at]laureate.net





Autor: Johnson, Christopher P.; Marsh, Debra

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=701&id=EJ1133256







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