INTEGRATING HYBRID LEARNING TO DEVELOP OPEN-ACCESS CONTENT: A STUDY ON A TRAINING COURSE FOR PROSPECTIVE FOREIGN LANGUAGE TEACHERS

Abstract

In this article, I explore the hybridization of courses in the post-pandemic context, focusing on the advantages and challenges of online teaching. I present a didactic project aimed at developing digitalized scenarios. The project specifically targets undergraduate students training to become foreign language teachers, using Polish as the language of instruction. The distance teaching/learning sequences designed for this course are offered either as assignments or as supplementary content to in-person session work. The activities, focused on personal reflection and autonomous work, included critical reading of research papers, analysis of classroom textbooks, and an introduction to theoretical themes. Two particular aspects of my work are detailed: first, I explain how the modalities of online work meet the needs of student-future teachers and fit into the requirements of contemporary academic training. Then I discuss the challenges, both conceptual and technical, related to the scripting of online sequences. The research highlights the potential of hybridization for improving both the structure of courses and the clarity of teaching.

Keywords

• coursehybridization
• glottodidactics
• training of future language teachers
• open educational resources (oer)