Creating Effective Blended Language Learning Courses Book contents
- Creating Effective Blended Language Learning Courses
- Creating Effective Blended Language Learning Courses
- Copyright page
- Contents
- Figures
- Tables
- Author Biographies
- Preface
- Acknowledgments
- Guide to Book Resources and Activities
- Part I Theoretical Background
- Chapter One Blended Language Learning
- Part II Route, Process, and Structure
- Part III The BLL Development Framework
- References
- Index
Chapter One - Blended Language Learning
Definitions and Research
from Part I - Theoretical Background
Published online by Cambridge University Press: 18 September 2020
- Creating Effective Blended Language Learning Courses
- Creating Effective Blended Language Learning Courses
- Copyright page
- Contents
- Figures
- Tables
- Author Biographies
- Preface
- Acknowledgments
- Guide to Book Resources and Activities
- Part I Theoretical Background
- Chapter One Blended Language Learning
- Part II Route, Process, and Structure
- Part III The BLL Development Framework
- References
- Index
Summary
Chapter 1 compares the curricular roles of technology in different language courses: Web-facilitated or -enhanced, blended, and fully online. The chapter also provides definitions of the term blended and a rationale for its adoption. In addition, Chapter 1 reviews comparative and noncomparative research studies conducted in the field in order to describe the conditions for effectively blending language environments. The review of research presented proves that blended learning (BL) in language education cannot be considered a monolithic enterprise and that there are currently as many different models – and divergent results – as there are programs or instructors implementing them.
- Type
- Chapter
- Information
- Creating Effective Blended Language Learning CoursesA Research-Based Guide from Planning to Evaluation, pp. 5 - 26Publisher: Cambridge University PressPrint publication year: 2020