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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 30 1 Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht ... Frohn, Julia; Rödel, Laura. - : Verlag Julius Klinkhardt, 2020 BASE Show details 2 Anhang – Verlaufspläne für die Lehr-Lern-Bausteine ... null. - : Verlag Julius Klinkhardt, 2020 BASE Show details 3 Anhang – Verlaufspläne für die Lehr-Lern-Bausteine In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 193-200. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020) BASE Show details 4 Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte Brodesser, Ellen Hrsg.; Frohn, Julia Hrsg.; Welskop, Nena Hrsg.. - : Verlag Julius Klinkhardt, 2020. : Bad Heilbrunn, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020) BASE Show details 5 Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht Frohn, Julia; Rödel, Laura In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 37-44. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020) BASE Show details 6 Der Baustein Sprachbildung: ein Lehr-Lern-Angebot für die inklusionssensible fachdidaktische Lehre Rödel, Laura In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 99-110. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020) BASE Show details 7 Adaptación curricular: gamificación, el aula invertida y la aplicación de métodos mnemotécnicos Larchen Costuchen, Alexia In: Estudios interlingüísticos, ISSN 2340-9274, Nº. 8, 2020, pags. 111-123 (2020) BASE Show details 8 The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality ... Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard. - : Springer Science+Business Media, 2019 BASE Show details 9 The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard In: Educational assessment, evaluation and accountability 31 (2019) 2, S. 201-220 (2019) BASE Show details 10 Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques Xiaoyan Zhao; Marja van den Heuvel-Panhuizen; Michiel Veldhuis In: Education Sciences ; Volume 9 ; Issue 2 (2019) BASE Show details 11 Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment Mantero, Miguel In: Practical Assessment, Research, and Evaluation (2019) BASE Show details 12 Disruptive behav. Wan Mazwati; Wan Yusoff; Asyraff Hafdzan Abdullah In: http://www.mcser.org/journal/index.php/jesr/article/download/6322/6060/ (2015) BASE Show details 13 Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator? Arens, A. Katrin; Morin, Alexandre J. S.; Watermann, Rainer In: Learning and instruction 39 (2015), S. 184-193 (2015) BASE Show details 14 Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions Baker, Amanda In: Faculty of Social Sciences - Papers (Archive) (2014) BASE Show details 15 Negotiating for meaning: Papers on foreign language teaching and testing Simoes, Antonio Roberto Monteiro. - : University of Texas, Department of Foreign Language Acquisition Studies, Austin, TX, 2012 BASE Show details 16 How effective are technology-enhanced teaching techniques in the EFL classroom? Alberth. - : Curtin University, 2010 Abstract: The past decade has seen almost exponential growth in online course offerings across the globe and online courses have now become ubiquitous. However, our current understanding of the effectiveness of this mode of delivery in learning, especially when compared to traditional face-to-face classroom instruction, remains insufficient. In fact, researchers have been engaged in an extended debate over the effectiveness of ‘online’ versus traditional ‘face-to-face’ classroom instruction. As part of this ongoing debate, there is now extensive research into the respective merits of these forms of instruction. This particular study responds to some gaps in this research. The first gap is that much of this work represents science-related subjects and relatively few studies concern the teaching and learning of foreign languages, such as English. Second, whereas there is a plethora of research outside Indonesia, relatively little, if any, has been conducted with student populations from this country, thus limiting our understanding of the merit of new technology in this particular context.Conducted in Indonesia, this study examines students’ learning experiences and learning outcomes in three different modes of delivery: conventional face-to-face, online, and hybrid instruction. Students across the three groups reported that they had experienced an interesting learning experience, a high level of interactivity, and quality learning. However, the online group reported more negative experiences than the other two groups, both in terms of types and frequency. Interestingly, it also reported unique positive learning experiences not found elsewhere. In terms of learning outcomes, as indicated by students’ pre- and post-test scores, all groups experienced a significant increase in their post-test scores. The difference in the groups’ post-test scores, after controlling for pre-existing differences in the pre-test, proved to be insignificant.This finding provides strong support for the well-known ‘nonsignificant phenomenon’, but offers new insights into the merit of new technology in the EFL classroom in this particular context. Overall, both students’ learning experience and their learning outcomes lead to the conclusion that online learning appears to be a viable mode of instruction, despite it being more challenging than hybrid and face-to-face tuition. The implications of these findings for the integration of technology into the language classroom have been critically examined in this thesis. Keyword: 'online’ versus traditional ‘face-to-face' classroom instruction; EFL classroom; Technology-enhanced teaching techniques URL: http://hdl.handle.net/20.500.11937/1398 BASE Hide details 17 The "Classroom Ticket" to Concept Retention Divoll, Kent; Browning, Sandra In: International Journal for the Scholarship of Teaching and Learning (2010) BASE Show details 18 A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales Cameron, Jill. - 2005 BASE Show details 19 Formative and Summative Assessment Techniques for Continuous Agricultural Technology Classroom Improvement Steward, Brian L.; Mickelson, Steven K.; Brumm, Thomas J. In: Agricultural and Biosystems Engineering Publications (2004) BASE Show details 20 Turning frustration into success for English language learners. Brice, Alejandro E.; Roseberry-McKibbin, Celeste In: USF St. Petersburg campus Faculty Publications (1999) BASE Show details Page: 1 2

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