Cross-Institutional Blended Learning in Teacher Education: A Case Study

Carolin Fuchs
Additional contact information
Carolin Fuchs: Teachers College, Columbia University, USA

International Journal of Mobile and Blended Learning (IJMBL), 2010, vol. 2, issue 2, 30-49

Abstract: This paper presents findings from an exploratory case study, with the purpose of illustrating how student teachers of English as a Second Language (ESL) in the United States and student teachers of English as a Foreign Language (EFL) in Germany evaluated a blended learning course that focused on jointly creating Task-Based Language Teaching (TBLT) units via the Internet. This project enabled participants to share perspectives about teaching contexts and practices in other countries and learn about TBLT through model learning (Willis, 2001). Consequently, student teachers not only became more proficient users of technology, but also grew from the unique opportunity of collaborating with their future colleagues abroad. The author presents the German and American student teachers’ perspectives with regard to what both groups gained by participating in this project. Finally, the author makes suggestions for language teacher training.

Date: 2010
References: Add references at CitEc
Citations:

Downloads: (external link)
http://services.igi-global.com/resolvedoi/resolve. ... 4018/jmbl.2010040103 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:igg:jmbl00:v:2:y:2010:i:2:p:30-49

Access Statistics for this article

International Journal of Mobile and Blended Learning (IJMBL) is currently edited by David Parsons

More articles in International Journal of Mobile and Blended Learning (IJMBL) from IGI Global
Bibliographic data for series maintained by Journal Editor ().