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  3. Advanced education: збірник наукових праць
  4. 2016
  5. Advanced education: збірник наукових праць, Вип. 5
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Поле DCЗначенняМова
dc.contributor.authorSimpson, Adam J.-
dc.date.accessioned2016-10-25T13:06:48Z-
dc.date.available2016-10-25T13:06:48Z-
dc.date.issued2016-
dc.identifier.citationSimpson A. J. The successful incorporation of blended learning into the language curriculum / Adam J. Simpson // Advanced education : збірник наукових праць. – 2016. – Вип. 5. – С. 96–107. – Бібліогр.: 50 назв.uk
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/17847-
dc.language.isoenuk
dc.sourceAdvanced education : збірник наукових праць, 2016, Вип. 5uk
dc.subjectBlended learninguk
dc.subjecthybrid coursesuk
dc.subjecteducational technologyuk
dc.titleThe successful incorporation of blended learning into the language curriculumuk
dc.typeArticleuk
dc.format.pagerangePp. 96-107uk
dc.status.pubpublisheduk
dc.publisher.placeКиївuk
dc.identifier.doihttps://doi.org/10.20535/2410-8286.68608-
dc.description.abstractenA phenomenon attracting increasing attention in language curricula is the infusion of technology into traditional, face-to-face (FTF) language instruction. Nevertheless, computer-assisted language learning (CALL) still lacks a body of qualitative research on the notion of blended learning (BL). Particularly, what is lacking is information regarding teachers' perceptions of blended learning, or the roles they are expected to play in such mixed environments; without an understanding of these issues, the creation of new and effective BL curricula is extremely difficult (Grgurovic,2010). That said, much research has been conducted comparing learning outcomes in traditional and blended foreign language classes, although the various socio-cultural (external) and psychological (internal) aspects governing the successful transition of both teachers and learners from FTF to online learning remain unexamined (White,2006). This literature review consequently focuses on the infusion of technology into the language curriculum, specifically in relation to BL, with three purposes in mind: to a) exemplify teacher perspectives on BL; b) their effective transition from FTF to technologically-enhanced instruction; and c) examine those factors which are identified as the reasons for teachers having effectively implemented the technological components into a blended curriculum.uk
dc.publisherНТУУ "КПІ"uk
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