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Creator |
1283799cfe62d4fc0233d86fa692054e |
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Date |
2016-02-18 |
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Is Part Of |
repository |
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abstract |
[About the book]
The Cambridge Guide to Blended Learning for Language Teaching makes the case that
it is pedagogy, rather than technology, that should underpin the design of blended
learning programmes. The book is organised into five sections: Connecting Theories
and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case
Studies; The Future of Blended Learning. With its research-informed and practitioner-focused
approach, this book is ideal for language teachers and language centre managers looking
to broaden their understanding of pedagogy and blended learning. It will also be of
interest to anyone working on blended learning course design or delivering teacher
training courses. |
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authorList |
authors |
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editorList |
editors |
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status |
peerReviewed |
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type |
Article |
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type |
BookSection |
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label |
Comas-Quinn, Anna (2016). Blended Teaching and the Changing Role of the Tutor
– the need for a review of teacher professional development. In: Marsh, Deborah and
McCarthy, Michael eds. The Cambridge Guide to Blended Learning for Language Teaching.
Cambridge: Cambridge University Press, pp. 68–82. |
| 46102 |
label |
Comas-Quinn, Anna (2016). Blended Teaching and the Changing Role of the Tutor – the
need for a review of teacher professional development. In: Marsh, Deborah and McCarthy,
Michael eds. The Cambridge Guide to Blended Learning for Language Teaching.
Cambridge: Cambridge University Press, pp. 68–82. |
| 46102 |
Publisher |
ext-7dc6ac206349427818537421ac9815ec |
| 46102 |
Title |
Blended Teaching and the Changing Role of the Tutor – the need for a review of teacher
professional development |
| 46102 |
in dataset |
oro |