Design-Based Research in Science Education: One Step Towards Methodology. Chapter5Fr. Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. Chasing dreams and recognising realities: teachers’ responses to ICT. Design-based research. Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0.
Towards a Mapping Framework of ICT-enabled Innovation for Learning. A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. The beliefs behind the teacher that influences their ICT practices. Sarah Prestridge, School of Education and Professional Studies, Mt Gravatt campus, Griffith University, Brisbane, Queensland 4111, Australia Received 13 December 2010, Revised 22 August 2011, Accepted 28 August 2011, Available online 5 September 2011 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution Check access.
Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. What factors support or prevent teachers from using ICT in their classrooms? A framework for teachers’ integration of ICT into their classroom practice. Department of Education and Professional Studies, University of Limerick, Limerick, Ireland Received 26 November 2010, Revised 20 January 2011, Accepted 26 February 2011, Available online 8 March 2011 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution.
Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills. Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework. Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. PATTERNS OF ENGAGEMENT IN AUTHENTIC ONLINE LEARNING ENVIRONMENTS. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, US Department of Education, 2009-May. A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning.
Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis.
The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes--measured as the difference between treatment and control means, divided by the pooled standard deviation--was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Enhancing Quality in Online Learning: Scaffolding Planning and Design Through Proactive Evaluation. Design and evaluation of a collaborative learning environment. Volume 53, Issue 4, December 2009, Pages 1138–1146 Learning with ICT: New perspectives on help seeking and information searching Edited By Minna Puustinen and Jean-François Rouet.
Toward constructivism for adult learners in line learning environments. Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough - Learning & Technology Library (LearnTechLib) A meta analysis of effectiveness studies on computer technology s. Measuring Student Learning in an Online French Course. Using Online EFL Interaction to Increase Confidence, Motivation, and Ability. Commonly taught and less commonly taught language learners: are they equally prepared for CALL and online language learning? Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis. Forum Sprache 5 2011 BestPractice Brueckner. Den kritischen Umgang mit Internet-Materialien entwickeln. Pedagogy driven design for online language teaching and learning.
Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. A Tokyo Denki University, 2-2, Nishikicho, Kanda, Tokyo 101-8457, Japanb Athabasca University, 1 University Drive, Athabasca AB T9S 3J3, Canada Received 1 September 2009, Revised 23 November 2009, Accepted 10 December 2009, Available online 20 April 2010 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution Check access.
LEARNING WITH COMPUTERS - A SERIOUS CHALLENGE FOR THE DIDACTIC OF FOREIGN LANGUAGE TEACHING. True Implementation of Technology in Language Teaching through Peer-learning? - Learning & Technology Library (LearnTechLib) Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Department of Psychology, University of Graz, Universitaetsplatz 2/III, 8010 Graz, Austria Received 5 May 2009, Revised 7 August 2009, Accepted 7 August 2009, Available online 9 September 2009 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution Check access.
DringoHorvath DUFU 2011. Landeskundliche netzangebote für daf-lerner. ein aktives modell aus methodisch-didaktischer sicht. Podcasts im Unterricht. Mandl, Eva - Schritt für Schritt in die virtuelle Welt. Die Gestaltung von Online-Aufgaben im Fremdsprachenunterricht - Sowiport. Genügt lediglich das E-Learning zum Fremdsprachenunterricht des 21. Jahrhunderts? Online foreign language interaction: Moving from the periphery to the core of foreign language education? School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media. Per-Olof Erixon, Department of Creative Studies, Umeå University, SE-901 87 UMEÅ, Sweden Received 11 January 2009, Revised 9 November 2009, Accepted 16 November 2009, Available online 22 November 2009 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution Check access Get rights and content.
The Rhetoric of ICT and the New Language of Learning: A Critical Analysis of the Use of ICT in the Curricular Field. Correspondence: Geir Haugsbakk, Department of Social Science, Lillehammer University College, N-2626 Lillehammer, Norway (email@example.com) Correspondence: Yngve Nordkvelle, Department of Social Science, Lillehammer University College, N-2626 Lillehammer, Norway (firstname.lastname@example.org) This article focuses on how we perceive new technology and technological development within educational settings, and seeks to establish a critical link between the rhetoric of information and communications technology (ICT) and what Biesta called ‘the new language of learning’.
Within this ‘new language’ the learner is a consumer, with needs that must be fulfilled by the teacher. Student Learning in Hybrid French and Spanish Courses: An Overview of Language Online. The Use of ICT in Education: a survey of schools in Europe. The multiple contexts of online language teaching. The purpose of this paper is to describe and discuss some communicative opportunities currently emerging in networked classrooms and their implications for didactics.
In particular, I examine multiple contexts that appear and how they give rise to diverse practices. However, such practices often have their origin in out-of-school contexts and not in institutional discourse and curricula. Consequently, we need to understand how these practices can be explored and exploited in educational contexts. Otherwise, schools risk losing out on important cultural change and may fail to prepare learners for emergent communicative opportunities and requirements. 1. Task-based research and language pedagogy. Two very different theoretical accounts of task-based language use and learning are critiqued and their relevance for language pedagogy discussed.
One account, which will be referred to as the psycholinguistic perspective, draws on a computational model of second language (L2) acquisition (Lantolf, 1996). According to this perspective, tasks are viewed as devices that provide learners with the data they need for learning; the design of a task is seen as potentially determining the kind of language use and opportunities for learning that arise.Three different psycholinguistic models are discussed: Long’s Interaction Hypothesis, Skehan’s ‘cognitive approach’ and Yule’s framework of communicative efficiency. The second theoretical account of tasks is that provided by socio-cultural theory. Individual factors and successful learning in a hybrid course. A Boise State University, 1910 University Drive, MS 1530 Boise, ID 83725-1530, USAb University of California Davis, 1 Shields Ave, Davis, CA 95616, USA Received 23 September 2011, Revised 4 August 2012, Accepted 28 September 2012, Available online 8 November 2012 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution Check access.
10 ulrike frimmel zita krajcso online language teaching resources classification implementation and guide. DBRC2003. Design-based research and technology-enhanced learning environments. Design-Based Research Methods for Studying Learning in Context: Introduction.