A TEACHER’S PERCEPTIONS OF LANGUAGE LEARNING AND SOCIAL PRESENCE IN A BLENDED LEARNING COMMUNITY COLLEGE ESL COURSE

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dc.creatorAllison Omohundro
dc.date.accessioned2022-01-25T19:12:50Z
dc.date.available2022-01-25T19:12:50Z
dc.date.issued2019
dc.description.abstractABSTRACT A TEACHER’S PERCEPTIONS OF LANGUAGE LEARNING AND SOCIAL PRESENCE IN A BLENDED LEARNING COMMUNITY COLLEGE ESL COURSE Allison Omohundro, D.A. George Mason University, 2019 Dissertation Director: Dr. Kelly Schrum This dissertation will address the views of an experienced instructor of a blended learning (BL) community college English as a Second Language environment. The research will explore the BL community college setting from the perspective of an instructor on how the fostering and action of social presence impacts the course. The aim of the study is to understand how an English as a Second Language instructor plans for language learning and fosters social presence so that ideas might be developed for the successful implementation of BL community college environments in the future that will support English language learning.
dc.identifier.urihttps://hdl.handle.net/1920/12332
dc.language.isoen
dc.titleA TEACHER’S PERCEPTIONS OF LANGUAGE LEARNING AND SOCIAL PRESENCE IN A BLENDED LEARNING COMMUNITY COLLEGE ESL COURSE
thesis.degree.disciplineCommunity College Education
thesis.degree.grantorGeorge Mason University
thesis.degree.levelD.A.

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