screencasting learner autonomy error di vacalopoulos anastasios (10 risultati)

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Condizione: New.

Paperback. Condizione: Brand New. 116 pages. 8.66x5.91x0.27 inches. In Stock.

Taschenbuch. Condizione: Neu. Screencasting. Learner Autonomy in Error Correction | Anastasios Vacalopoulos | Taschenbuch | 116 S. | Englisch | 2017 | LAP LAMBERT Academic Publishing | EAN 9783330042032 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

paperback. Condizione: New. NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Individualized video screencasts that incorporate advanced narrative and annotation features cannot be considered as a 'recent technological innovation' as they have been known for nearly a decade and considerable research has been carried out on their use in EAP settings. However, the optimal sequence in which screencasts can co-exist with coded/written feedback and tutorials thus yielding with considerable 'synergies' has been under-explored. This book will attempt to discover the optimal sequence in the deployment of these three distinct methods of feedback, aiming in exploring the best possible creative synthesis of these practices that lead to actively fostering and promoting increased levels of synergy. This research will review the existing literature in an attempt to highlight the 'gaps' that justify this intervention. By setting the limits of this investigation, this paper will undertake a small-scale study in a Higher Educational Institute in the UK. Student perception on the usefulness of these sequences was captured both quantitatively - through questionnaires - and qualitatively - through the recording of sample videos of tutorials. 116 pp. Englisch.

Condizione: New. Print on Demand.

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Vacalopoulos AnastasiosTasos is a bilingual, British-Greek, Technology-Enhanced Language Learning (TELL) Professional, that currently occupies a full-time post as a Digital Learning Developer at Bishop Grosseteste University, in Linc.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Individualized video screencasts that incorporate advanced narrative and annotation features cannot be considered as a 'recent technological innovation' as they have been known for nearly a decade and considerable research has been carried out on their use in EAP settings. However, the optimal sequence in which screencasts can co-exist with coded/written feedback and tutorials thus yielding with considerable 'synergies' has been under-explored. This book will attempt to discover the optimal sequence in the deployment of these three distinct methods of feedback, aiming in exploring the best possible creative synthesis of these practices that lead to actively fostering and promoting increased levels of synergy. This research will review the existing literature in an attempt to highlight the 'gaps' that justify this intervention. By setting the limits of this investigation, this paper will undertake a small-scale study in a Higher Educational Institute in the UK. Student perception on the usefulness of these sequences was captured both quantitatively - through questionnaires - and qualitatively - through the recording of sample videos of tutorials.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 116 pp. Englisch.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Individualized video screencasts that incorporate advanced narrative and annotation features cannot be considered as a 'recent technological innovation' as they have been known for nearly a decade and considerable research has been carried out on their use in EAP settings. However, the optimal sequence in which screencasts can co-exist with coded/written feedback and tutorials thus yielding with considerable 'synergies' has been under-explored. This book will attempt to discover the optimal sequence in the deployment of these three distinct methods of feedback, aiming in exploring the best possible creative synthesis of these practices that lead to actively fostering and promoting increased levels of synergy. This research will review the existing literature in an attempt to highlight the 'gaps' that justify this intervention. By setting the limits of this investigation, this paper will undertake a small-scale study in a Higher Educational Institute in the UK. Student perception on the usefulness of these sequences was captured both quantitatively - through questionnaires - and qualitatively - through the recording of sample videos of tutorials.