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020 _a9783031773853
_9978-3-031-77385-3
024 7 _a10.1007/978-3-031-77385-3
_2doi
050 4 _aP51-59.4
072 7 _aCJ
_2bicssc
072 7 _aEDU029080
_2bisacsh
072 7 _aCJ
_2thema
100 1 _aGiacosa, Antonella.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_990181
245 1 0 _aEffective Multimodal Interaction for Online and Hybrid Teaching
_h[electronic resource] :
_bData-driven Insights /
_cby Antonella Giacosa.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXXII, 214 p. 36 illus., 31 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aDigital Education and Learning,
_x2753-0752
505 0 _a1. Teachers as Beacons in the Storm During the COVID-19 Pandemic -- 2. Study Background -- 3. Asynchronous Teaching: A Newly Discovered Resource -- 4. Synchronous Online Teaching Between Challenges and Opportunities -- 5. The Joys and Sorrows of Synchronous Hybrid Teaching -- 6. Pedagogical Implications for Future Teaching Scenarios.
520 _aThis book provides educators (including but not limited to those at university level) with data-driven insights into video-mediated interaction. Drawing on extensive research on classroom interaction from a variety of theoretical and analytical perspectives, including four years of observing online university courses that began during the Covid-19 pandemic, the author provides deep insights into video-mediated interaction by comparing direct classroom observations with data provided by teachers and students via online questionnaires. The book clarifies how the newly experienced classroom contexts differ from traditional online and blended classes, then draws on the extensive experience of video-mediated instruction in terms of teacher-learner, learner-content, and learner-learner interaction to decipher what can be challenging and promising about interacting via a screen, specifically addressing multimodal interaction. It also provides practitioners with data-driven suggestions from the perspective of teachers and learners for improving teaching and learning in modern video-based educational contexts that are consistently different from the pre-pandemic idea of e-learning. This book will be a valuable resource for researchers in Applied Linguistics, Language Education and Higher Education more broadly, teachers in higher education institutions worldwide, and teacher education and training and institutional bodies responsible for improving teaching facilities. Antonella Giacosa has been an EFL teacher at secondary schools for over 20 years and an ELT lecturer at the foreign language department in Turin since 2017. She is an educational linguist interested in innovative, intercultural and transdisciplinary approaches in ELT. She is part of research teams working on the internationalisation and innovation of the curriculum at her school and university institutes in Italy and abroad. She is a reviewer for articles on distance learning in various scientific journals and has published several articles on emergency distance learning during the COVID-19 pandemic.
650 0 _aLanguage and languages
_xStudy and teaching.
_959962
650 0 _aEducational technology.
_957244
650 0 _aLanguage acquisition.
_974408
650 1 4 _aLanguage Teaching and Learning.
_971501
650 2 4 _aDigital Education and Educational Technology.
_968557
650 2 4 _aLanguage Education.
_970729
650 2 4 _aLanguage Acquisition and Development.
_974409
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031773846
776 0 8 _iPrinted edition:
_z9783031773860
776 0 8 _iPrinted edition:
_z9783031773877
830 0 _aDigital Education and Learning,
_x2753-0752
_971426
856 4 0 _uhttps://doi.org/10.1007/978-3-031-77385-3
912 _aZDB-2-SLS
912 _aZDB-2-SXS
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