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CALICO Journal

May 2006 Volume 23, Number 3

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Table of Contents

Number of articles: 10

  1. What Does It Take to Teach Online?

    Mirjam Hauck & Ursula Stickler

    Increasingly, fundamental questions are being asked of online language learning: In what ways can online teaching benefit the language learner most? How can online environments be designed, or... More

    pp. 463-475

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  2. Pedagogy-Driven Design for Online Language Teaching and Learning

    Jozef Colpaert

    This article discusses some pedagogical implications of a research project carried out at the University of Antwerp between 1996 and 2004. Its objective was to explore the boundaries of a pedagogy-... More

    pp. 477-497

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  3. Facilitating the Learning Process: An Evaluation of the Use and Benefits of a Virtual Learning Environment (VLE)-Ehanced Independent Language learning Program (ILLP)

    Elena Polisca

    This study describes the use and assesses the benefits of a virtual learning environment (VLE)-enhanced independent language learning program (ILLP), based on the "WebCT" platform, for three groups... More

    pp. 499-515

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  4. Hybrid Courses and Their Impact on Student and Classroom Performance: A Case Study at the University of Virginia

    Emily E. Scida & Rachel E. Saury

    The University of Virginia's (UVA) Department of Spanish, Italian and Portuguese created two new hybrid courses for elementary Spanish which supplement 3 hours a week of class time with 2 hours of ... More

    pp. 517-531

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  5. A Blended-Learning Pedagogical Model for Teaching and Learning EFL Successfully through an Online Interactive Multimedia Environment

    Emerita Banados

    Faced with the need to teach English to a large number of students, the "Universidad de Concepcion," Chile, has created an innovative Communicative English Program using ICT, which is made up of... More

    pp. 533-550

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  6. Coordination and Teacher Development in an Online Learning Environment

    Pauline Ernest & Joseph Hopkins

    This paper shares some of the experiences in online coordination and teacher development which have emerged in the English Language Department at the "Universitat Oberta de Catalunya". The... More

    pp. 551-568

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  7. Becoming a Webhead: Bridging the Gap from Classroom to Blended or Online Teaching

    Teresa Almeida d'Eca & Dafne Gonzalez

    Becoming a Webhead (BaW) is a 6-week free teacher development online workshop, one of the TESOL Electronic Village Online (EVOnline) sessions offered annually as preconvention activities for... More

    pp. 569-580

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  8. When Teaching Is Learning: A Personal Account of Learning to Teach Online

    Tim Lewis

    This article is aimed at educators who find themselves facing the need to develop their e-teaching skills, with little or no formal training or institutional support. It explores how this can be... More

    pp. 581-600

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  9. Collective Activity and Tutor Involvement in E-Learning Environments for Language Teachers and Learners

    Francois Mangenot & Elke Nissen

    Researchers investigating network-based language teaching (NBLT) seldom relate to computer-supported collaborative learning (CSCL), an important field in educational research which strongly... More

    pp. 601-622

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  10. Understanding and Working with "Failed Communication" in Telecollaborative Exchanges

    Robert O'Dowd & Markus Ritter

    It is by now well established that telecollaborative exchanges frequently end in "failed communication" and do not automatically bring about successful negotiation of meaning between the learners. ... More

    pp. 623-642

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