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150319t20152015sz ob 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9783319164267 (pbk) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Carrasco, Berta |
| 245 10 - TITLE STATEMENT |
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| Title |
Hybrid Language Teaching in Practice : |
| Remainder of title |
Perceptions, Reactions, and Results / |
| Statement of responsibility, etc. |
Berta Carrasco and Stacey Margarita Johnson. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York, NY : |
| Name of publisher, distributor, etc. |
Springer, |
| Date of publication, distribution, etc. |
2015. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xi, 82 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 490 ## - SERIES STATEMENT |
|---|
| Series statement |
Springer Briefs in Education |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
1. Introduction -- 1.1 Introduction -- 1.2 Defining Hybrid Teaching -- 1.3 Why Teach a Language as a Hybrid? -- 1.4 This Study -- 1.4.1 Methodology -- 1.4.2 The Case -- 1.4.3 Data Collection -- 1.4.4 Analysis -- 1.4.5 Subjectivity -- 1.5 This Book -- 1.5.1 We and You -- 1.5.2 Organization -- 1.5.3 Usefulness<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Step-by-Step Hybrid Design -- 2.1 Step #1: Determine Available Resources -- 2.1.1 Where Can You Turn for Help? -- 2.1.2 What Does Hybrid Mean at Your School? -- 2.1.3 What Kind of Textbook Do I Use? -- 2.1.4 How Do I Choose a Learning Management System? -- 2.2 Step #2 Organizing a Syllabus -- 2.3 Step #3 Building the Course -- 2.3.1 Be You -- 2.3.2 Train the Students -- 2.3.3 Designate a Q&A Discussion Board -- 2.3.4 Be Consistent -- 2.3.5 Limit Distractions -- 2.3.6 Make Content User-Friendly and Accessible -- 2.3.7 Focus on Feasibility -- 2.4 Step #4: Managing the Course -- 2.4.1 The Role of the Online Professor -- 2.4.2 The Role of the Hybrid Student -- 2.4.3 Personal Qualities -- 2.5 Step #5: Assessment and Data Collection -- 2.5.1 Course Assessments -- 2.5.2 Managing Expectations -- 2.6 Conclusions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Technology in Day-to-Day Pedagogy -- 3.1 M-Learning Theory -- 3.2 Criteria for Technology Integration -- 3.2.1 Interaction with Peers -- 3.2.2 Interaction with the World -- 3.2.3 Critical Reflection -- 3.3 The Three Modes of Communication -- 3.4 Our Hybrid Practices -- 3.4.1 Hybrid Activity: Videos -- 3.4.2 Video Assessment -- 3.4.3 Video Benefits -- 3.4.4 Video Recommendations -- 3.4.5 Hybrid Activity: Discussions -- 3.4.6 Discussion Assessment -- 3.4.7 Discussion Benefits -- 3.4.8 Discussion Recommendations -- 3.4.9 Hybrid Activity: Presentations -- 3.4.10 Presentation Assessment -- 3.4.11 Presentation Benefits -- 3.4.12 Presentation Recommendations -- 3.5 Conclusions<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
4. Student Results and Feedback -- 4.1 Most Beneficial -- 4.1.1 Authentic Input -- 4.1.2 Authentic Output -- 4.2 Least Beneficial -- 4.2.1 Issues with Technology -- 4.2.2 Community Selfies -- 4.2.3 English/Exposure to Inauthentic Language -- 4.3 Effects of Learning -- 4.3.1 Sources of Culture Learning -- 4.4 Conclusion<br/><br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
5. Our Perspectives on Hybrid Language Teaching -- 5.1 Our Perceptions -- 5.1.1 Berta -- 5.1.2 Stacey -- 5.2 Conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Conclusions -- 6.1 Advice for New Teachers -- 6.2 Advice for Hybrid Students -- 6.3 Findings -- 6.4 Future Directions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"This book is a true practitioner's 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." (Endorsement, p. vii) |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Blended learning |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Distance education |
| Source of heading or term |
Computer-assisted instruction. |
| 658 ## - INDEX TERM--CURRICULUM OBJECTIVE |
|---|
| Main curriculum objective |
BIL5104 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Johnson, Stacey Margarita |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="http://www.springer.com/us/book/9783319164250">http://www.springer.com/us/book/9783319164250</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991034983059705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991034983059705161</a> |
| Public note |
Check the uOttawa Library catalogue. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
