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G. Carloni

University of Urbino (ITALY)
Digitally-enhanced learning has recently become a key component of foreign language teacher training. In particular, to foster pre- and in-service foreign language teachers’ active learning in online learning environments, Flipped Learning may represent an effective practice. For this purpose, while developing innovative e-ecologies (Cope and Kalantzis 2017; Hampel 2020), Flipped Learning (Egbert et al. 2015; Graney 2018) may be implemented within a Community of Inquiry framework where – besides the cognitive, teaching, and social presence (Garrison et al. 2000; Garrison and Arbaugh, 2007; Vaughan et al. 2013) –, the emotional presence, i.e. the newly added component to the Community of Inquiry model (Cleveland-Innes and Campbell 2012), is given priority in keeping with the emergency remote teaching and learning experiences occurred in higher education during the lockdown (Bozkurt et al. 2020). Thus, on the basis of the analysis of the data collected in two courses taught online at an Italian university in times of crisis, the main educational practices suitable for designing effective online and/or blended foreign language teacher training courses using a Flipped Learning model are presented. Furthermore, various teaching and learning methodologies suited to being integrated into online Flipped Learning and enhancing students’ collaborative construction of multimodal knowledge will be illustrated; activities suitable for fostering online learners’ emotional presence will also be examined.

The pedagogical outline developed in the present study may be useful to higher education institutions engaged in the design and implementation of online and/or blended foreign language teacher training courses in a post-pandemic context.

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