{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-EZ0BRUO8/c485f4bf-6547-4d96-ad77-cfea3f4d523a/PDF","dcterms:extent":"219 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-EZ0BRUO8/82ea7f6c-0d98-41ed-9262-cc09e01b7946/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2004-2025","edm:begin":{"@xml:lang":"en","#text":"2004"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-EZ0BRUO8","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-SCXG6C82"},{"@xml:lang":"sl","#text":"ELOPE (Ljubljana)"}],"dcterms:issued":"2020","dc:creator":"Vičič, Polona","dc:format":[{"@xml:lang":"sl","#text":"letnik:17"},{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"str. 219-238"}],"dc:identifier":["ISSN:1581-8918","COBISSID_HOST:44591107","URN:URN:NBN:SI:doc-EZ0BRUO8"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete Univerze v Ljubljani"},"dc:subject":[{"@xml:lang":"sl","#text":"blended language learning"},{"@xml:lang":"sl","#text":"celostni pristop"},{"@xml:lang":"sl","#text":"continuity"},{"@xml:lang":"sl","#text":"fully integrated approach"},{"@xml:lang":"sl","#text":"kombinirano jezikovno učenje"},{"@xml:lang":"sl","#text":"kontinuiteta"},{"@xml:lang":"sl","#text":"three-modal approach"},{"@xml:lang":"sl","#text":"trimodalni pristop"}],"dcterms:temporal":{"@rdf:resource":"2004-2025"},"dc:title":{"@xml:lang":"sl","#text":"A fully integrated approach to blended language learning|"},"dc:description":[{"@xml:lang":"sl","#text":"In the face of increasing demand for greater continuity and flexibility in language learning, online learning has gradually established itself as an important complement to face-to-face (F2F) language instruction. Typically, the resulting blend focuses on the two central learning modes, i.e., F2F and online; however, it leaves out the self-study component based on sources that do not form an integral part of the online component. Recognising the importance of the latter, Whittaker (2014) defines blended language learning as a blend of F2F, online, and self-study components. Drawing on this three-modal approach, the present paper first outlines two language courses designed and delivered by the author of the paper. Next, it analyses students' feedback on their experience with blended learning collected via an end-of-course questionnaire including multiple-choice statements, five-point Likert scale statements, and open-ended questions. The sample included fifty-two students, most of whom reported a positive experience, especially with the F2F component"},{"@xml:lang":"sl","#text":"Zaradi vse večje potrebe po kontinuiteti in fleksibilnosti pri jezikovnem učenju se računalniško podprto oziroma spletno učenje uveljavlja kot pomembna podpora jezikovnemu poučevanju in učenju v živo. Skladno z omenjenim kombinirano učenje praviloma temelji na kombinaciji učenja v živo in spletnega učenja, manj pozornosti pa posveča samostojnemu učenju, ki temelji na gradivih in virih, ki ne predstavljajo sestavnega dela spletne učne platforme. Zavedajoč se pomembnosti slednjega, Whittaker (2014) kombinirano jezikovno učenje definira kot kombinacijo učenja v živo, spletnega ter samostojnega učenja.Izhajajoč iz omenjenega tri-modalnega koncepta kombiniranega jezikovnega učenja, pričujoči članek najprej predstavi dva tujejezikovna predmeta, ki ju je pripravila in izvedla avtorica članka. Nadalje empirični del članka analizira izkušnje študentov s kombiniranim učenjem. Mnenja študentov so bila pridobljena s pomočjo anonimnega vprašalnika, ki vključuje izjave izbirnega tipa, izjave z oceno po Likertovi lestvici (1-5) ter vprašanja odprtega tipa. Vzorec je zajemal 52 študentov, večina katerih poroča o pozitivni izkušnji, pri čemer še posebej izstopa učenje v živo"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-EZ0BRUO8","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-EZ0BRUO8"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-EZ0BRUO8/c485f4bf-6547-4d96-ad77-cfea3f4d523a/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Filozofska fakulteta, Znanstvena založba"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-EZ0BRUO8/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-EZ0BRUO8"}}}}