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“This book showcases the breadth and value of online pedagogy for applied linguistics. The chapters offer informative, practical and inspirational insights into teaching and learning used at the Open University, and how these approaches extend to the wider Higher Education context. A genuinely engaging and instructive book, written by experienced and innovative practitioners.” Dr Mel Evans, University of Leeds, UK “This timely collection on online pedagogy from an applied linguistics perspective offers an impressive range of important issues that educators need to constantly reflect on in this day and age. All chapters are written in a highly accessible manner and illustrated with ample examples. I am sure readers will find the book an enjoyable read.” Dennis Chau, Hong Kong Metropolitan University, Hong Kong This book is an essential guide to providing quality online and distance learning. As the educational landscape becomes increasingly digital, this book is designed to help readers embrace this transition and support their students. Written by a team of online experts at the Open University, the book skillfully combines core theories and principles with practical examples and student insights. Online Pedagogy and the Student Experience covers an expansive range of topics including blended learning, online social presence, dialogic learning and digital literacy. All chapters are illustrated with practical examples and supplemented with engaging exercises. The book: • Provides educators with tried and tested online pedagogical techniques • Integrates the student voice to highlight their perspective • Contains illuminative case studies and reflective exercises The authors do not assume access to specific technologies or platforms, making the book accessible for all. Perfect for educators and postgraduate students contemplating their future in the world of digital education, this book supports teachers in developing their online learning strategies. Maria Leedham is Senior Lecturer in Applied Linguistics and English Language at the Open University, UK. She has worked there for over 15 years, writing material for modules at under- and postgraduate level in applied linguistics and English language as well as running modules in presentation. Caroline Tagg is Senior Lecturer in Applied Linguistics and English Language, and has taught across The Open University’s undergraduate and postgraduate programmes since 2015. Her research focuses on the role of mobile technologies in shaping language and communication. She is currently Secretary of the British Association of Applied Linguistics (BAAL). Jackie Tuck is Senior Lecturer in Applied Linguistics and English Language at the Open University, UK. She has been involved in teaching in English Language and Applied Linguistics (module design, materials writing and delivery) at the Open University for 25 years. Jackie also co-ordinates the University’s Professional Academic Communication in English programme for postgraduate research students.
"This book showcases the breadth and value of online pedagogy for applied linguistics. The chapters offer informative, practical and inspirational insights into teaching and learning used at the Open University, and how these approaches extend to the wider Higher Education context. A genuinely engaging and instructive book, written by experienced and innovative practitioners." Dr Mel Evans, University of Leeds, UK "This timely collection on online pedagogy from an applied linguistics perspective offers an impressive range of important issues that educators need to constantly reflect on in this day and age. All chapters are written in a highly accessible manner and illustrated with ample examples. I am sure readers will find the book an enjoyable read." Dennis Chau, Hong Kong Metropolitan University, Hong Kong This book is an essential guide to providing quality online and distance learning. As the educational landscape becomes increasingly digital, this book is designed to help readers embrace this transition and support their students. Written by a team of online experts at the Open University, the book skillfully combines core theories and principles with practical examples and student insights. Online Pedagogy and the Student Experience covers an expansive range of topics including blended learning, online social presence, dialogic learning and digital literacy. All chapters are illustrated with practical examples and supplemented with engaging exercises. The book: - Provides educators with tried and tested online pedagogical techniques - Integrates the student voice to highlight their perspective - Contains illuminative case studies and reflective exercises The authors do not assume access to specific technologies or platforms, making the book accessible for all. Perfect for educators and postgraduate students contemplating their future in the world of digital education, this book supports teachers in developing their online learning strategies. Maria Leedham is Senior Lecturer in Applied Linguistics and English Language at the Open University, UK. She has worked there for over 15 years, writing material for modules at under- and postgraduate level in applied linguistics and English language as well as running modules in presentation. Caroline Tagg is Senior Lecturer in Applied Linguistics and English Language, and has taught across The Open University's undergraduate and postgraduate programmes since 2015. Her research focuses on the role of mobile technologies in shaping language and communication. She is currently Secretary of the British Association of Applied Linguistics (BAAL). Jackie Tuck is Senior Lecturer in Applied Linguistics and English Language at the Open University, UK. She has been involved in teaching in English Language and Applied Linguistics (module design, materials writing and delivery) at the Open University for 25 years. Jackie also co-ordinates the University's Professional Academic Communication in English programme for postgraduate research students.
Many businesses and organizations struggle with implementing effective teamwork, leading to confusion, stress, and subpar results. In higher education, students often graduate without the necessary teamwork skills, leaving them unprepared for the demands of the modern workplace. Empowering Teams in Higher Education: Strategies for Success addresses these challenges head-on, offering a practical guide for improving teamwork and creating a collaborative learning environment. By providing insights, strategies, and real-world examples, this book equips students and educators alike with the tools they need to succeed. Employers increasingly value teamwork and collaboration, and do not have the resources to train recent graduates who need these essential skills. This book fills the gap between higher education and the workforce by providing a roadmap for transforming students' educational experiences. With a focus on practical strategies and real-world applications, this book effectively prepares students to excel in team-based environments. Educators will also benefit from this book, gaining valuable insights into effective team dynamics and how to nurture innovation in their classrooms.
This volume offers a comprehensive and up-to-date overview of applied research efforts in the Middle East and North Africa (MENA). This region has not received due attention in the literature and this publication provides a much-needed contribution to the existing body of knowledge. The editor recruited a number of renowned scholars who either work in the MENA countries or have experience doing research in this region to contribute to this project. The selection of chapters ensured representation of applied linguistics efforts in North Africa, the Levant, and the Gulf. The book looks into language research within social and educational MENA contexts. The final part of the book provides a forward-looking perspective about applied linguistics research and practices in the Middle East and North Africa. The book is primarily written for those interested in applied linguistics, particularly researchers, graduate students, and language professionals in the MNEA region.
Little is known about how language teacher educators become, and also develop professionally as, teachers of teachers. One avenue for teacher education professional development is that of teacher research, whereby teacher educators can not only improve their practices in their immediate context but also help develop transformative pedagogies in wider contexts by sharing their research. This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It seeks to understand the professional gains teacher educators see in conducting research with their own students/future teachers; to promote knowledge democratisation by including teacher educators from under-represented contexts such as Latin America and Africa; to examine language teacher educators’ motivations to write for publication; and to reduce the gap between educational research and educational practice in BA and MA programmes in language teaching.
"This book creates the argument for more sufficient online teacher preparation in higher education and is geared toward all members of higher education including faculty, administrators, and educational affiliates"--Provided by publisher.
This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995). The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.
Informal language learning beyond the classroom plays an important and growing role in language learning and teaching. This Handbook brings together the existing body of research and unites the various disciplines that have explored this area, in order to present the current state of knowledge in one accessible resource. Much of adult learning takes place outside of formal education and for language learning, it is likely that out-of-class experiences play an equally important role. It is therefore surprising that the role of informal language learning has received little attention over the years, with the vast majority of research instead focusing on the classroom. Researchers from a range of backgrounds, however, have started to realise the important contribution of informal language learning, both in its own right, and in its relationship with classroom learning. Studies in the areas of learner autonomy, learning strategies, study abroad, language support, learners’ voices, computer-mediated communication, mobile-assisted language learning, digital gaming, and many others, all add to our understanding of the complex and intersecting ways in which learners construct their own language learning experiences, drawing from a wide range of resources, including materials, teachers, self-study, technology, other learners and native speakers. This Handbook provides a sound and comprehensive basis for researchers and graduate students to build upon in their own research of language learning and teaching beyond the classroom.
Advancing English Language Education Edited by Wafa Zoghbor & Thomaï Alexiou This volume contains a selection of nineteen articles that focus on skills and strategies for advancing English language teacher education in several contexts where English is taught to speakers of other language. The volume focuses on the teachers and learners as the prime participants in the learning process. The papers selected for inclusion represent the diverse backgrounds, experiences, and research interests of EFL educators and showcase contribution that document theory, research and pedagogy. The volume comprises six sections: Teacher Education and Professional Development; Young Learners; Testing and Assessment; Teaching of Writing Skills; Context-Specic Issues in EFL; Teaching, Learning, and Pedagogy Contributors: Alessandro Ursic, Alison Larkin Koushki, Athanasios Karasimos, Daria Grits, David Rear, Irshat Madyarov, Ivan Ivanov, James Milton, Laila Khalil, Larysa Nikolayeva, Mariam Al Nasser, Marianthi Serafeim, Marielle Risse, Marta Tryzna, Mher Davtyan, Michael M. Parrish, Nikita Berezin, Nour Al Okla, Peter Davidson, Richard D. Miller, Syuzanna Torosyan, Talin Grigorian, Thomaï Alexiou, Wafa Zoghbor, Zainab Rashed Aldhanhani
The surge in enrollment for online courses is continually increasing. However, beneath the convenience lies a challenge that demands a resolution. Educators, administrators, and instructional designers must ensure that the human element is not lost in the virtual corridors of learning. Students with diverse backgrounds and learning needs require more than a simple virtual classroom. Research reveals a concerning trend: high attrition rates in online courses, often attributed to a lack of engagement and insufficient human interaction. To reverse this trend, deliberate measures must be taken to humanize the online learning environment. This book provides several solutions, offering an array of tools and strategies to promote engagement and infuse the human touch into online spaces. To confront this multi-layered challenge, it becomes paramount to undertake deliberate measures aimed at humanizing the online learning environment. Humanizing Online Teaching and Learning in Higher Education steps forward as a guide, offering an extensive array of tools and strategies meticulously crafted to foster student engagement and infuse the essential human touch into the digital educational landscape.