Can Blended Learning Aid Foreign Language Learning?

Autor/inn/en	Genís Pedra, Marta; Martín de Lama, Mª Teresa
Titel	Can Blended Learning Aid Foreign Language Learning?
Quelle	In: Language Learning in Higher Education, 3 (2013) 1, S.127-149 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2013-0007
Schlagwörter	Blended Learning; Second Language Learning; Computer Assisted Instruction; Computer Mediated Communication; Synchronous Communication; Asynchronous Communication; Teacher Student Relationship; Interaction; Educational Benefits; Instructional Materials; Multimedia Materials; Ecology; Learning Theories; Social Networks; Independent Study; Information Technology; Access to Education; Access to Computers; Technology Integration; Student Evaluation; Formative Evaluation; Tutors; Educational Technology + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Bildungsertrag; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ökologie; Learning theory; Lerntheorie; Social network; Soziales Netzwerk; Selbststudium; Informationstechnologie; Education; Access; Bildung; Zugang; Bildungszugang; Schulnote; Studentische Bewertung; Förderlehrer; Lehrender; Tutor
Abstract	There has always been a debate around the issue of what it is that improves learning: the instruction itself or the media used for it (Clark 1983; Kozma 1994). It has also been said (Kulik and Kulik 1991; Andrewartha & Wilmot 2001) that computer mediated learning, as opposed to traditional instruction, positively influences the students' achievement. However, some researchers (Clark 1983; Schramm 1977; Wiley 2002) point out that it is not the use of media that improves learning but the strategies and the material developed for this particular kind of instruction. Online tuition is a trend which is being introduced by many educational institutions both as a core instructional mode, as in the case of pure on-line or blended-learning courses, or a as a complement to traditional face-to-face learning (Ko and Rossen 2010). Online asynchronous learning is implemented in order to attract students who desire to receive a quality education regardless of time zones, location and distance. Synchronous online learning is being used to increase interaction between students and teachers. In blended learning these two modalities, asynchronous and synchronous learning, are frequently combined to design full courses that promote meaningful learning. This paper will examine the benefits and difficulties of the combination of asynchronous and synchronous learning modes in blended learning and the theoretical and practical implications in the design of effective blended-learning materials for foreign language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01