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Palgrave Macmillan

Developing Online Language Teaching

Research-Based Pedagogies and Reflective Practices

  • Book
  • © 2015

Overview

Editors:
  1. Regine Hampel

    1. The Open University, UK

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    You can also search for this editor in PubMed   Google Scholar

  2. Ursula Stickler

    1. The Open University, UK

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

Part of the book series: New Language Learning and Teaching Environments (NLLTE)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xi
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  2. Introduction: From Teacher Training to Self-Reflective Practice

    • Regine Hampel, Ursula Stickler
    Pages 1-11

  3. European Language Teachers and ICT: Experiences, Expectations and Training Needs

    • Aline Germain-Rutherford, Pauline Ernest
    Pages 12-27

  4. Part-time and Freelance Language Teachers and their ICT Training Needs

    • Ursula Stickler, Martina Emke
    Pages 28-44

  5. Online Language Teaching: The Learner’s Perspective

    • Linda Murphy
    Pages 45-62

  6. Transforming Teaching: New Skills for Online Language Learning Spaces

    • Ursula Stickler, Regine Hampel
    Pages 63-77

  7. Free Online Training Spaces for Language Teachers

    • Joseph Hopkins
    Pages 78-95

  8. Sharing: Open Educational Resources for Language Teachers

    • Anna Comas-Quinn, Kate Borthwick
    Pages 96-112

  9. Online Communities of Practice: A Professional Development Tool for Language Educators

    • Aline Germain-Rutherford
    Pages 113-133

  10. Theoretical Approaches and Research-Based Pedagogies for Online Teaching

    • Regine Hampel
    Pages 134-149

  11. Developing Online Teaching Skills: The DOTS Project

    • Mateusz-Milan Stanojević
    Pages 150-162

  12. Using DOTS Materials for the Professional Development of English Teachers in Turkey: Teachers’ Views

    • Süleyman Başaran, Emrah Cinkara, Neşe Cabaroğlu
    Pages 163-182

  13. Back Matter

    Pages 183-206
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Keywords

About this book

When moving towards teaching online, teachers are confronted every day with issues such as online moderation, establishing social presence online, transitioning learners to online environments, giving feedback online. This book supports language teaching professionals and researchers who are keen to engage in online teaching and learning.

Reviews

“This book is certainly rich in detail that will facilitate self-training in technical skills sets for self-directed language teachers keen to effect a transition from face-to-face teaching to teaching online. … This book comes highly recommended. … book, overall, rightly claims to serve the needs of users in both formal and informal settings: whether trainees on a course or self-directed teachers with all combinations of pedagogical experience and technical competence interested in laying out their own pathways for professional development.” (Raymond Sheehan, Independence, Issue 26, March, 2016)

Editors and Affiliations

  • The Open University, UK

    Regine Hampel, Ursula Stickler

About the editors

Regine Hampel, Open University, UK Ursula Stickler, Open University, UK Aline Germain-Rutherford, Middlebury College in Vermont, USA Pauline Ernest, Universitat Oberta de Catalunya, Spain Martina Emke, EFL teacher, Germany Linda Murphy, Open University, UK Joseph Hopkins, Universitat Oberta de Catalunya, Spain Anna Comas-Quinn, Open University, UK Kate Borthwick, University of Southampton, UK Mateusz-Milan Stanojevi?, University of Zagreb, Croatia Süleyman Ba?aran, Dicle University, Turkey Emrah Cinkara, Gaziantep University, Turkey Nese Cabaroglu, Cukurova University, Adana, Turkey

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