Learning to Teach Online or Learning to Become an Online Teacher: An Exploration of Teachers' Experiences in a Blended Learning Course

Anna Comas-Quinn

ReCALL Vol. 23 (September 2011)

A key role in the successful implementation of any learning approach is played by teachers, so how well blended learning works will depend largely on how well teachers make the transition from their traditional face-to-face classroom roles to the...

The Challenge of Open Education

Eleonora Pantò; Anna Comas-Quinn

Journal of e-Learning and Knowledge Society Vol. 9, No. 1 (2013) pp. 11–22

Digital culture and the remix culture it has generated have changed the way in which knowledge and learning are constructed. The last decade since the Massachusetts Institute of Technology (MIT) launched the Open Courseware initiative (OCW) in 2002...

Performing Languages: an example of integrating open practices in staff development for language teachers

Inma Alvarez; Tita Beaven; Anna Comas-Quinn

Journal of e-Learning and Knowledge Society Vol. 9, No. 1 (2013) pp. 85–92

In 2009 the Department of Languages at The Open University, UK, developed LORO (http://loro.open.ac.uk), a repository of Open Educational Resources for language teaching and learning aimed at language teaching professionals. Initially populated with ...

Mobile Blogs in Language Learning: Making the Most of Informal and Situated Learning Opportunities

Anna Comas-Quinn; Raquel Mardomingo; Chris Valentine

ReCALL Vol. 21, No. 1 (January 2009) pp. 96–112

The application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. Mobile technologies can also provide a powerful connection between a variety of formal...

Virtual Learning Environments (VLEs) for Distance Language Learning: Shifting Tutor Roles in a Contested Space for Interaction

Anna Comas-Quinn; Beatriz de los Arcos; Raquel Mardomingo

Computer Assisted Language Learning Vol. 25, No. 2 (2012) pp. 129–143

This article describes the rationale for pedagogical, technological and organisational choices in the design of a virtual learning environment (VLE) for an upper-intermediate Spanish course with regard to the roles of participants (tutors,...

Teachers' Use and Acceptance of Gamification and Social Networking Features of an Open Repository

Beatriz de los Arcos; Bram Faems; Anna Comas-Quinn; Hélène Pulker

European Journal of Open, Distance and E-Learning Vol. 20, No. 1 (2017) pp. 126–137

The affordance of social interaction has been a part of open online repositories of teaching and learning resources for nearly two decades. Repositories are built not only to collect and disseminate materials, but enable users to collaborate and...

The Open Translation MOOC: Creating Online Communities to Transcend Linguistic Barriers

Tita Beaven; Anna Comas-Quinn; Mirjam Hauck; Beatriz de los Arcos; Timothy Lewis

Journal of Interactive Media in Education Vol. 2013, No. 1 (2013)

One of the main barriers to the reuse of Open Educational Resources (OER) is language (OLnet, 2009). OER may be available but in a language that users cannot access, so a preliminary step to reuse is their translation or localization. One of the...

Topics: Languages