Teacher Role and Online Communication during a Blended Learning Business English Course. PROCEEDINGS
Veronica Dal-Bianco, Fay MacSween, University of Applied Sciences Burgenland, Austria
EdMedia: World Conference on Educational Media and Technology, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The basis for a successful blended learning course is rooted in the theory of constructivism, which values facilitator-supported learning, sees learning as an active and social process and stresses the importance of learner autonomy. The advanced Business English courses we conduct at the Fachhochschule Eisenstadt fully subscribe to these principles. Both the role of the teacher as well as the types of activities used are key to creating and sustaining a high level of online communication, which we consider to be the life-line of any distance learning course. This paper outlines the skills required of language teachers on such courses, examines strategies which promote online communication and reviews lessons learned. The overall aim is to highlight factors which can help to improve the quality of blended learning language courses thus making the educational and social experience as rewarding as possible for both students and teachers.
Dal-Bianco, V. & MacSween, F. (2008). Teacher Role and Online Communication during a Blended Learning Business English Course. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3681-3686). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2018 from https://www.learntechlib.org/p/28896/.
© 2008 Association for the Advancement of Computing in Education (AACE)