| LEADER |
02587nam a22002057a 4500 |
| 001 |
1736872 |
| 041 |
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|a eng
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| 044 |
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|b ليبيا
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| 100 |
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|9 535984
|a Elmdbruk, Reda
|e Author
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| 245 |
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|a Participation in Blended Learning Environments: Scaffolding Libyan EFL Teachers’ l-CPD in Low-tech Conditions
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| 260 |
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|b جامعة طرابلس - كلية الآداب
|c 2011
|g أبريل
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| 300 |
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|a 41 - 56
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| 336 |
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|a بحوث ومقالات
|b Article
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| 520 |
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|b 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.
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| 653 |
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|a التكنولوجيا
|a بيئات التعلم
|a التعلم المخلوط
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| 773 |
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|4 العلوم الإنسانية ، متعددة التخصصات
|6 Humanities, Multidisciplinary
|c 018
|f Mağallaẗ kulliyyaẗ al-ādāb
|l 018
|m ع18
|o 1779
|s مجلة كلية الآداب
|t Journal of Faculty of Arts
|v 000
|x 2521-4632
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| 856 |
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|u 1779-000-018-018.pdf
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| 930 |
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|d y
|p y
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| 995 |
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|a +AraBase
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| 999 |
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|c 994145
|d 994145
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