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Oxford Handbook of Corpus Phonology

Edited by Jacques Durand, Ulrike Gut, and Gjert Kristoffersen

Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora


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The Languages of the Jews: A Sociolinguistic History

By Bernard Spolsky

A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.


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Indo-European Linguistics

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Academic Paper


Title: Blended learning in a teacher training course: Integrated interactive e-learning and
Author: Rita Kupetz
Institution: Universit├Ąt Hannover
Author: Birgit Ziegenmeyer
Institution: Universit├Ąt Hannover
Linguistic Field: Applied Linguistics
Abstract: The paper discusses a blended learning concept for a university teacher training course for prospective teachers of English. The concept aims at purposeful learning using different methods and activities, various traditional and electronic media, learning spaces covering contact and distance learning, and task-based learning modules that begin with multimedia-based case stories. The learning concept is based on theories of situated learning in ultimedia-enhanced learning environments. The activities discussed include classroom recordings and multimedia-based case stories, an electronic interview with an expert who is an experienced grammar school teacher, and mini-practices, which implement micro teaching in a classroom setting. Case stories used as a didactic tool in teacher education are supposed to contribute to a closer and more reflective relationship between theory-driven and practically-oriented aspects of teacher education. The multimedia-based case stories are hypertexts designed as essential components of computer-based learning modules that support various ways and styles of learning. Students worked with the case story material either in guided or in self-regulated scenarios several times during the course. Three types of learners could be distinguished: students who mainly create and apply experiences, students who mainly study the theoretical resources, and students who create with focused selection of resources. The e-interview promotes an exchange between theory and practical teaching and experience with this format of e-learning at the same time. The mini-practice offers guided insights into analyzing teaching materials, hands-on experiences with lesson planning and the experience of acting as a teacher in an authentic teaching context. Furthermore, the mini-practice is meant to help the students broaden their perspectives on "English lessons at school" and change their perspective, that is, from a pupil's to a prospective teacher's. These activities combine contact learning and interactive e-learning. This combination is highly appreciated by our learners and represents our concept of integrated interactive e-learning and contact learning.

CUP at LINGUIST

This article appears in ReCALL Vol. 17, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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