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Hybrid Language Teaching in Practice

Perceptions, Reactions, and Results

  • Book
  • © 2015

Overview

Authors:
  1. Berta Carrasco

    1. Dept. of Modern & Classical Languages, Hope College, Holland, USA

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    You can also search for this author in PubMed   Google Scholar

  2. Stacey Margarita Johnson

    1. Dept. of Modern & Classical Languages, Hope College, Holland, USA

    View author publications

    You can also search for this author in PubMed   Google Scholar

  • Offers information on the creation of a pedagogically-sound hybrid course
  • Practical examples from actual courses, student learning outcomes and feedback
  • Combines theoretical perspectives from both digital pedagogy and adult learning
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-xi
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  2. Introduction

    • Berta Carrasco, Stacey Margarita Johnson
    Pages 1-10

  3. Step-by-Step Hybrid Design

    • Berta Carrasco, Stacey Margarita Johnson
    Pages 11-26

  4. Technology in Day-to-Day Pedagogy

    • Berta Carrasco, Stacey Margarita Johnson
    Pages 27-47

  5. Student Results and Feedback

    • Berta Carrasco, Stacey Margarita Johnson
    Pages 49-61

  6. Our Perspectives on Hybrid Language Teaching

    • Berta Carrasco, Stacey Margarita Johnson
    Pages 63-71

  7. Conclusions

    • Berta Carrasco, Stacey Margarita Johnson
    Pages 73-78

  8. Back Matter

    Pages 79-82
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Keywords

About this book

This book allows readers to explore the inner workings of a hybrid class from the perspectives of two instructors with different pedagogical orientations, from the students’ perspectives, including learning outcomes and immediately practical teaching tools. The authors meet the challenge of how to preserve pedagogy and content while making good use of digital tools and online opportunities. Language teachers at the secondary and postsecondary level will enjoy the authors’ first person narrative of the creation of a pedagogically-sound hybrid course, practical examples from their courses, as well as student learning outcomes and feedback on the various technological activities. During a year-long study of the authors’ hybrid courses they used a mixed methods design to answers these questions: How does a hybrid course change our teaching? How does the hybrid course affect student learning experiences? What technology-based activities are most effective in our hybrid course?.

Reviews

This book is a true practitioners’ account of a current and pressing problem: how to integrate online and face-to-face instruction coherently in one language course. The authors show significant understanding of hybrid language teaching and guide the reader carefully through the different stages of decision making, planning, integration and evaluation. The perspective taken is refreshingly devoid of unchallenged techno-enthusiasm, and teachers who might themselves be in doubt about the use of computers will find many of their arguments reflected and discussed. Overall, this is a very helpful addition to the literature about hybrid language teaching and a useful book for any teacher considering the integration of online elements into their classes. Ursula Stickler, The Open University, UK

Authors and Affiliations

  • Dept. of Modern & Classical Languages, Hope College, Holland, USA

    Berta Carrasco, Stacey Margarita Johnson

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