
Regine Hampel
Gebundenes Buch
Developing Online Language Teaching
Research-Based Pedagogies and Reflective Practices
Herausgegeben: Stickler, U.
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When moving towards teaching online, teachers are confronted every day with issues such as online moderation, establishing social presence online, transitioning learners to online environments, giving feedback online. This book supports language teaching professionals and researchers who are keen to engage in online teaching and learning.
Regine Hampel, Open University, UK Ursula Stickler, Open University, UK Aline Germain-Rutherford, Middlebury College in Vermont, USA Pauline Ernest, Universitat Oberta de Catalunya, Spain Martina Emke, EFL teacher, Germany Linda Murphy, Open University, UK Joseph Hopkins, Universitat Oberta de Catalunya, Spain Anna Comas-Quinn, Open University, UK Kate Borthwick, University of Southampton, UK Mateusz-Milan Stanojevi?, University of Zagreb, Croatia Süleyman Ba?aran, Dicle University, Turkey Emrah Cinkara, Gaziantep University, Turkey Nese Cabaroglu, Cukurova University, Adana, Turkey
Produktbeschreibung
- New Language Learning and Teaching Environments
- Verlag: Palgrave Macmillan / Palgrave Macmillan UK / Springer Palgrave Macmillan
- Artikelnr. des Verlages: 978-1-137-41225-6
- 2015
- Seitenzahl: 206
- Erscheinungstermin: 30. März 2015
- Englisch
- Abmessung: 223mm x 144mm x 20mm
- Gewicht: 404g
- ISBN-13: 9781137412256
- ISBN-10: 1137412259
- Artikelnr.: 41642951
Herstellerkennzeichnung
Libri GmbH
Europaallee 1
36244 Bad Hersfeld
gpsr@libri.de
"This book is certainly rich in detail that will facilitate self-training in technical skills sets for self-directed language teachers keen to effect a transition from face-to-face teaching to teaching online. ... This book comes highly recommended. ... book, overall, rightly claims to serve the needs of users in both formal and informal settings: whether trainees on a course or self-directed teachers with all combinations of pedagogical experience and technical competence interested in laying out their own pathways for professional development." (Raymond Sheehan, Independence, Issue 26, March, 2016)
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