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Blended Learning and the Global South

This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed e...

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Médium: Online
Jazyk:angličtina
Vydáno: Fondazione Università Ca' Foscari 2024
Témata:
Video game-based learning,Second language acquisition,Intercultural citizenship,Blended learning,Pedagogy,Online learning,Digital portfolios,English literature,Foreign language teaching,Game-based learning,Peerinstruction,Global citizenship,Instructional design,Humanities,Flipped classroom,Italian,Digital,Reciprocal peer learning,Learning management systems,Translation,Oppressed,Educational change,Intercultural encounters,Online,Formative assessment,Text-writing,Reading postures,Virtual learning environments,eTandem,Student-centred learning,Teaching,Reflective teaching,Gamification,Intercultural competence,Language learning,Email,Gender equality,Peer-centred cycle,E-learning,Digital stories,Digital educational Technology,Literary analysis,Pre-service teachers,Computer assisted instruction,Institutional culture,Just-in-time teaching,Telecollaboration,Active citizenship,Distance learning,French foreign language,Higher education,Computer assisted language learning,Virtual exchange,E-portfolios,Students,Deep reading,Italian as a second language
On-line přístup:ONIX_20240222_9788869695292_198
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Shrnutí:This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learning originating within the institutions of wealthy countries. It offers theoretical, material and socially grounded currents for thinking about the place of blended learning in the Global South and is a work of resistance to pedagogical epistemologies with ‘first world’ and neoliberal biases.

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