Participation in Blended Learning Environments: Scaffolding Libyan EFL Teachers’ l-CPD in Low-tech Conditions
| المصدر: | مجلة كلية الآداب |
|---|---|
| الناشر: | جامعة طرابلس - كلية الآداب |
| المؤلف الرئيسي: | Elmdbruk, Reda (Author) |
| المجلد/العدد: | ع18 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2011
|
| الشهر: | أبريل |
| الصفحات: | 41 - 56 |
| ISSN: |
2521-4632 |
| رقم MD: | 994145 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | +AraBase |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
4
| المستخلص: |
NNEST Libyan EFL teachers in low-tech and Sow-resourced environments stand to gain the most from Internet-based Continuous Professional Development (l-CPD). To incorporate l-CPD into Teacher Education and Development (TED) contexts, good Internet skills and independent learning abilities are necessary. A key feature of this case study research was a voluntary intervention course in which in-service English as a Foreign Language (EFL) teachers were scaffolded through structured blended learning environments. The-aim was to assess teachers participation within modes of blended learning deemed conducive to the relatively low-tech TED conditions. A mixed-method interventionist case study approach formed the methodological framework of the research. The Case Study (CS) involved a typical language institution which was the venue for the intervention course, in which eight case CS teachers where engaged in task-based learning and Blended Online Learning (BOL) via a low-tech web-based Yahoo Group. CS teachers were generally aware of the Internet's potential for improving professional development and their attitudes to Internet-based development were rather positive and encouraging. Using the Internet as a learning platform, CS data showed moderate teacher participation in task-based learning where peers readily Scaffolded each other and enhanced transformation of technical skills. Although in BOL, task response rate (37%) projected little engagement with tasks and little critical reflection, BOL is a potential learning environment which to support l CPD and is thought to be more acceptable in professional development contexts that traditionally rely heavily on f2f teaching. |
|---|---|
| ISSN: |
2521-4632 |
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