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007			cr cnu|unuuu||
008			150319t20152015sz ob 000 0 eng d
020			_a9783319164267 (pbk)
040			_cJCRC
100	1		_aCarrasco, Berta
245	1	0	_aHybrid Language Teaching in Practice : _bPerceptions, Reactions, and Results / _cBerta Carrasco and Stacey Margarita Johnson.
250			_a1st ed.
260			_aNew York, NY : _bSpringer, _c2015.
300			_axi, 82 p. : _bill. ; _c24 cm.
490			_aSpringer Briefs in Education
504			_aIncludes bibliographical references.
505			_a1. 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
505			_a2. 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			_a3. 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
505			_a4. 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
505			_a5. Our Perspectives on Hybrid Language Teaching -- 5.1 Our Perceptions -- 5.1.1 Berta -- 5.1.2 Stacey -- 5.2 Conclusion
505			_a6. Conclusions -- 6.1 Advice for New Teachers -- 6.2 Advice for Hybrid Students -- 6.3 Findings -- 6.4 Future Directions
505			_aReferences
520			_a"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	_aBlended learning
650		6	_aLanguage and languages _xStudy and teaching.
650		6	_aDistance education _2Computer-assisted instruction.
658			_aBIL5104
700	1		_aJohnson, Stacey Margarita
856			_uhttp://www.springer.com/us/book/9783319164250 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991034983059705161 _zCheck the uOttawa Library catalogue.
942			_2z _cBK