portada language learning online: towards best practice (en Inglés)

language learning online: towards best practice (en Inglés)

Formato

Libro Físico

Autor

Uschi Felix

Editorial

Taylor and Francis

Año

2003

Idioma

Inglés

N° páginas

232

Encuadernación

Tapa Dura

Dimensiones

23.4x15.6x1.4 cm

Peso

0.50 kg.

ISBN

9026519486

ISBN13

9789026519482

Categorías

Lingüística
Educación
Economía política

language learning online: towards best practice (en Inglés)

Uschi Felix (Autor) · Taylor and Francis · Tapa Dura

Libro Nuevo Importado

Envío: 25 a 32 días háb.

$ 344.10$ 172.05

-50%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan más de 100 unidades

$ 172.05

Llega entre el 02 Oct y el 16 Oct a Quito, Pichincha. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "language learning online: towards best practice (en Inglés)"

This important and accessible book identifies the key elements in the quest for best practice in online language teaching. The authors, all of them international experts who have made significant contributions to the debate about how to exploit the new technologies, consider online language teaching from three crucial perspectives: design, tools and pedagogy. Their recommendations are such that they can actually be realised in spite of the limitations of today's educational environments.The book demonstrates that the new technologies offer far greater potential for authentic encounters and constructivist learning than even the best classroom simulations; that automated exercise and feedback structures can be individualised and meaningful; and that if we have to teach fully by distance, these ventures no longer need to represent impoverished versions of live classes but can engender a strong sense of community. To achieve this we need to understand what elements constitute good design both in technical and pedagogical terms, to think seriously about providing the best feedback possible, and to have the courage to take the risks associated with letting go of traditional learner/teacher relationships.