File Download

There are no files associated with this item.

Supplementary

Book Chapter: World languages in online K-12 education

TitleWorld languages in online K-12 education
Authors
Issue Date2018
PublisherCarnegie Mellon University: ETC Press
Citation
World languages in online K-12 education. In K. Kennedy & R. Ferdig (Eds.), Handbook of Research on K-12 Online and Blended Learning (2nd), p. 375-383. Pittsburgh, PA: Carnegie Mellon University: ETC Press, 2018 How to Cite?
AbstractThis chapter is a qualitative exploration and synthesis of research on online world-language courses in K-12 settings, focusing on such courses’ e¢ectiveness and the unique challenges of maintaining the quality of language courses as they move from face-to-face to online environments. It identi£es two key factors contributing to K-12 students’ world- language online-learning success – self-regulated learning and interaction – while a thorough examination of teacher- level factors highlights the importance of professional development in both technological skills and pedagogical design. The chapter concludes with implications and detailed recommendations for policy and practice in K-12 world-language education, as well as future directions for research in this area.
Persistent Identifierhttp://hdl.handle.net/10722/258280
ISBN

 

DC FieldValueLanguage
dc.contributor.authorZheng, B-
dc.contributor.authorLin, C-
dc.contributor.authorHsu, Y-
dc.date.accessioned2018-08-22T01:35:53Z-
dc.date.available2018-08-22T01:35:53Z-
dc.date.issued2018-
dc.identifier.citationWorld languages in online K-12 education. In K. Kennedy & R. Ferdig (Eds.), Handbook of Research on K-12 Online and Blended Learning (2nd), p. 375-383. Pittsburgh, PA: Carnegie Mellon University: ETC Press, 2018-
dc.identifier.isbn9781312587083-
dc.identifier.urihttp://hdl.handle.net/10722/258280-
dc.description.abstractThis chapter is a qualitative exploration and synthesis of research on online world-language courses in K-12 settings, focusing on such courses’ e¢ectiveness and the unique challenges of maintaining the quality of language courses as they move from face-to-face to online environments. It identi£es two key factors contributing to K-12 students’ world- language online-learning success – self-regulated learning and interaction – while a thorough examination of teacher- level factors highlights the importance of professional development in both technological skills and pedagogical design. The chapter concludes with implications and detailed recommendations for policy and practice in K-12 world-language education, as well as future directions for research in this area.-
dc.languageeng-
dc.publisherCarnegie Mellon University: ETC Press-
dc.relation.ispartofHandbook of Research on K-12 Online and Blended Learning (2nd)-
dc.titleWorld languages in online K-12 education-
dc.typeBook_Chapter-
dc.identifier.emailLin, C: chinhsi@hku.hk-
dc.identifier.authorityLin, C=rp02286-
dc.identifier.hkuros287133-
dc.identifier.spage375-
dc.identifier.epage383-
dc.publisher.placePittsburgh, PA-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats