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- W3179184741 abstract "This two-stage qualitative-dominant sequential mixed-method study, using an online survey of elementary and secondary school English language teachers (N = 73) and follow-up interviews (N = 10), collectively explores how teachers in Hong Kong adapted their instruction to online teaching in responses to COVID-19. The findings indicate that teachers used a variety of asynchronous and synchronous digital technologies and instructional approaches to facilitate students’ learning, assess learning, and communicate with students and parents remotely. The findings suggest that a blend of asynchronous and synchronous modes are seen as optimum to support student learning online. A model is proposed on how teachers can blend asynchronous and synchronous digital technologies and instructional approaches within a sequence of learning." @default.
- W3179184741 created "2021-07-19" @default.
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- W3179184741 date "2021-07-14" @default.
- W3179184741 modified "2023-10-11" @default.
- W3179184741 title "Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning" @default.
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- W3179184741 doi "https://doi.org/10.1007/s40692-021-00195-8" @default.
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