東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

What do virtual foreign language tea...

McKeever, Laura B.

FindBook

Google Book

Amazon

博客來

What do virtual foreign language teachers report as the teaching practices that work so that their students can learn a foreign language in virtual schools?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What do virtual foreign language teachers report as the teaching practices that work so that their students can learn a foreign language in virtual schools?/
作者:	McKeever, Laura B.
面頁冊數:	138 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589248
ISBN:	9781303277344

What do virtual foreign language teachers report as the teaching practices that work so that their students can learn a foreign language in virtual schools?
McKeever, Laura B.

What do virtual foreign language teachers report as the teaching practices that work so that their students can learn a foreign language in virtual schools? - 138 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

This item must not be sold to any third party vendors.

Virtual K-12 education is a rapidly growing area of education. Virtual schools offer students foreign languages courses to meet state requirements or offer additional courses that may not be offered in their traditional school. Despite the recent growth in virtual K-12 education, there is a lack of data regarding whether students can learn a foreign language in the virtual environment. Much of the current literature on virtual K-12 education is based on constructivist principles. Students and teachers in virtual foreign language courses need to engage in learning, build knowledge through experience, and engage in social activity. Through open-ended interviews, this basic qualitative research study examined the teaching practices that five virtual K-12 foreign language teachers reported as being effective for their students to learn the target language in the virtual setting. The research question was: As reported via interviews, what did virtual foreign language teachers report as the teaching practices that worked so that their students could learn a foreign language in a virtual school setting? The data collected allowed the researcher to develop three themes: 1) learning activities that were effective in learning the target language; 2) learning activities that were not effective in learning the target language or needed improvement; and 3) supplemental activities that teachers provided. The participants reported that there were effective lessons and learning activities that allowed students to learn a foreign language in the virtual setting. At the same time, there were lessons and activities that needed to be improved or changed. Therefore, the virtual foreign language teachers provided supplemental activities to their students for additional practice and reinforcement of the curriculum. The participants' responses allowed for a general understanding on what teaching practices worked for their students, and whether the virtual environment allows for students to learn a foreign language. With the right curriculum, support, and effort made by the student, learning a foreign language can be just as effective regardless of the school setting.

ISBN: 9781303277344Subjects--Topical Terms:

517670
Educational technology.

What do virtual foreign language teachers report as the teaching practices that work so that their students can learn a foreign language in virtual schools?
LDR:03228nmm a2200301 4500 001 2062559
005 20151027073507.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303277344
035 $a (MiAaPQ)AAI3589248
035 $a AAI3589248
040 $a MiAaPQ $c MiAaPQ
100 1 $a McKeever, Laura B. $3 3176951
245 1 0 $a What do virtual foreign language teachers report as the teaching practices that work so that their students can learn a foreign language in virtual schools?
300 $a 138 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Jean Swenk.
502 $a Thesis (Ph.D.)--Capella University, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a Virtual K-12 education is a rapidly growing area of education. Virtual schools offer students foreign languages courses to meet state requirements or offer additional courses that may not be offered in their traditional school. Despite the recent growth in virtual K-12 education, there is a lack of data regarding whether students can learn a foreign language in the virtual environment. Much of the current literature on virtual K-12 education is based on constructivist principles. Students and teachers in virtual foreign language courses need to engage in learning, build knowledge through experience, and engage in social activity. Through open-ended interviews, this basic qualitative research study examined the teaching practices that five virtual K-12 foreign language teachers reported as being effective for their students to learn the target language in the virtual setting. The research question was: As reported via interviews, what did virtual foreign language teachers report as the teaching practices that worked so that their students could learn a foreign language in a virtual school setting? The data collected allowed the researcher to develop three themes: 1) learning activities that were effective in learning the target language; 2) learning activities that were not effective in learning the target language or needed improvement; and 3) supplemental activities that teachers provided. The participants reported that there were effective lessons and learning activities that allowed students to learn a foreign language in the virtual setting. At the same time, there were lessons and activities that needed to be improved or changed. Therefore, the virtual foreign language teachers provided supplemental activities to their students for additional practice and reinforcement of the curriculum. The participants' responses allowed for a general understanding on what teaching practices worked for their students, and whether the virtual environment allows for students to learn a foreign language. With the right curriculum, support, and effort made by the student, learning a foreign language can be just as effective regardless of the school setting.
590 $a School code: 1351.
650 4 $a Educational technology. $3 517670
650 4 $a Foreign language education. $3 3172512
650 4 $a Secondary education. $3 2122779
690 $a 0710
690 $a 0444
690 $a 0533
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589248