Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme

Autor/inn/en	Howard, Jocelyn M.; Scott, Adèle
Titel	Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 6, S.51-68, Artikel 4 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Education Programs; Electronic Learning; Teaching Methods; Educational Technology; Distance Education; Conventional Instruction; Language Proficiency; Second Language Learning; Cultural Awareness; Preservice Teacher Education; Student Attitudes; Second Language Instruction; Self Efficacy; Instructional Effectiveness; Learning Experience; Language Teachers; Malayo Polynesian Languages; Foreign Countries; Workshops; Lecture Method; Program Descriptions; New Zealand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Cultural identity; Kulturelle Identität; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Fremdsprachenunterricht; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Lernerfahrung; Language teacher; Sprachunterricht; Ausland; Lernwerkstatt; Schulung; Neuseeland
Abstract	Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students' perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students' proficiency in the target language and culture, and their teaching confidence, using principles for effective instructed language learning as an interpretive lens. The data provide valuable insights into features that enhanced the students' digitally-mediated learning experiences in this blended delivery course, including the impact of when, where and how they could engage with course material. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01