Developing Online Language Teaching
Research-Based Pedagogies and Reflective Practices
Published on 1. January 2015
Book
Paperback/Softback
XII, 206 pages
978-1-349-48951-0 (ISBN)
Description
When moving towards teaching online, teachers are confronted every day with issues such as online moderation, establishing social presence online, transitioning learners to online environments, giving feedback online. This book supports language teaching professionals and researchers who are keen to engage in online teaching and learning.
Reviews / Votes
"This book is certainly rich in detail that will facilitate self-training in technical skills sets for self-directed language teachers keen to effect a transition from face-to-face teaching to teaching online. . This book comes highly recommended. . book, overall, rightly claims to serve the needs of users in both formal and informal settings: whether trainees on a course or self-directed teachers with all combinations of pedagogical experience and technical competence interested in laying out their own pathways for professional development." (Raymond Sheehan, Independence, Issue 26, March, 2016)
More details
Series
Edition
1st ed. 2015
Language
English
Place of publication
London
United Kingdom
Target group
Professional and scholarly
Illustrations
XII, 206 p.
Dimensions
Height: 216 mm
Width: 140 mm
Thickness: 13 mm
Weight
283 gr
ISBN-13
978-1-349-48951-0 (9781349489510)
DOI
10.1057/9781137412263
Schweitzer Classification
Other editions
Additional editions
Regine Hampel | U. Stickler
Developing Online Language Teaching
Research-Based Pedagogies and Reflective Practices
Book
03/2015
Palgrave Macmillan
€90.94
Shipment within 10-20 days
Persons
Regine Hampel, Open University, UK Ursula Stickler, Open University, UK Aline Germain-Rutherford, Middlebury College in Vermont, USA Pauline Ernest, Universitat Oberta de Catalunya, Spain Martina Emke, EFL teacher, Germany Linda Murphy, Open University, UK Joseph Hopkins, Universitat Oberta de Catalunya, Spain Anna Comas-Quinn, Open University, UK Kate Borthwick, University of Southampton, UK Mateusz-Milan Stanojevi?, University of Zagreb, Croatia Süleyman Ba?aran, Dicle University, Turkey Emrah Cinkara, Gaziantep University, Turkey Nese Cabaroglu, Cukurova University, Adana, Turkey
Content
1. Introduction: From Teacher Training to Self-reflective Practice; Regine Hampel and Ursula Stickler 2. European Language Teachers and ICT: Experiences, Expectations, and Training Needs; Aline Germain-Rutherford & Pauline Ernest 3. Part-time and Freelance Language Teachers and their ICT Training Needs; Ursula Stickler and Martina Emke 4. Online Language Teaching: The Learner's Perspective; Linda Murphy 5. Transforming Teaching: New Skills for Online Language Learning Spaces; Ursula Stickler and Regine Hampel 6. Free Online Training Spaces for Language Teachers; Joseph Hopkins 7. Sharing: Open Educational Resources for Language Teachers; Anna Comas-Quinn and Kate Borthwick 8. Online Communities of Practice: A Professional Development Tool for Language Educators; Aline Germain-Rutherford 9. Theoretical Approaches and Research-based Pedagogies for Online Teaching; Regine Hampel 10. Developing Online Teaching Skills: The DOTS Project; Mateusz-Milan Stanojevi? 11. Using DOTS Materialsfor Professional Development of English Teachers in Turkey: Teachers' Views; Süleyman Ba?aran, Emrah Cinkara, and Ne?e Cabaro?lu