Blended English: Technology-Enhanced Teaching and Learning in English Literary Studies

Autor/inn/en	Milthorpe, Naomi; Clarke, Robert; Fletcher, Lisa; Moore, Robbie; Stark, Hannah
Titel	Blended English: Technology-Enhanced Teaching and Learning in English Literary Studies
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 17 (2018) 3, S.345-365 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022217722140
Schlagwörter	Blended Learning; Teaching Methods; Educational Technology; Technology Uses in Education; Surveys; Focus Groups; Reflection; Access to Education; Distance Education; English (Second Language); Second Language Instruction; Online Courses; Telecommunications; Handheld Devices; Undergraduate Study; Foreign Countries; College Students; Student Attitudes; Qualitative Research; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Survey; Umfrage; Befragung; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Online course; Online-Kurs; Telekommunikationstechnik; Grundstudium; Ausland; Collegestudent; Schülerverhalten; Qualitative Forschung; Statistische Analyse; Australien
Abstract	This article provides an account of a collaborative teaching and learning project conducted in the English programme at the University of Tasmania in 2015. The project, "Blended English", involved the development, implementation, and evaluation of learning and teaching activities using online and mobile technologies for undergraduate English units. The authors draw on the project's findings from survey and focus group data, and staff reflective practice and peer review, to make the case for increasing technology-enhanced teaching and learning in English literary studies. The blended approach described in this article has the capacity to enhance disciplinary learning; increase accessibility for students in remote and regional areas; facilitate deeper scholarly enquiry; and encourage staff to develop innovative, collaborative, and flexible teaching and learning practices. Appendix 1 presents examples of the project's practical outcomes, as well as outlines of and reflections on three of the activities developed during the project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01