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Items Authored or Edited by Regine Hampel

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Number of items: 42.

Hampel, Regine and Stickler, Ursula eds. (2015). Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan (In Press).

Montoro, Carlos; Hampel, Regine and Stickler, Ursula (2014). Modelling typical online language learning activity. In: 2014 EUROCALL Conference, 20-23 August 2014, Groningen, The Netherlands , , pp. 237–240. file

Hampel, Regine (2014). Enhancing interaction and communication in distance language learning by using new technologies [trans. by Junhong Xiao]. Distance Education in China, 5 pp. 11–19.

Hampel, Regine (2014). Making meaning online: computer-mediated communication for language learning. In: Peti-Stantić, Anita and Stanojević, Mateusz-Milan eds. Language as Information. Proceedings from the CALS Conference 2012. Frankfurt am Main: Peter Lang, pp. 89–106. file

Flewitt, Rosie; Hampel, Regine; Hauck, Mirjam and Lancaster, Lesley (2014). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis (2nd edition). London: Routledge, pp. 44–59.

Hampel, Regine and Pleines, Christine (2013). Fostering Student Interaction and Engagement in a Virtual Learning Environment: An Investigation into Activity Design and Implementation. The CALICO Journal, 30(3) pp. 342–370. file

Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda and Stickler, Ursula (2013). Online teacher development: collaborating in a virtual learning environment. Computer Assisted Language Learning, 26(4) pp. 311–333. file

Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme. Innovation in Language Learning and Teaching, 7(2) pp. 158–178. file

Hampel, Regine (2012). Multimodal computer-mediated communication and distance language learning. In: Chapelle, Carol A. ed. The Encyclopedia of Applied Linguistics. Wiley-Blackwell.

Hampel, Regine and Stickler, Ursula (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2) pp. 116–137. file

Montoro, Carlos and Hampel, Regine (2012). CALL: a triangle of triangles. The EuroCALL Review , 20(1) file

Coleman, James A.; Hampel, Regine; Hauck, Mirjam and Stickler, Ursula (2012). Collaboration and interaction: the keys to distance and computer-supported language learning. In: Levine, Glenn.S.; Phipps , Alison and Blythe, Carl eds. Critical and Intercultural Theory and Language Pedagogy. Florence, KY, USA: Cengage Learning, pp. 161–180. file

Montoro, Carlos and Hampel, Regine (2011). Investigating language learning activity using a CALL task in the self-access centre. SiSAL (Studies in Self-Access Learning) Journal , 2(3) pp. 119–135.

Hampel, Regine (2010). Task design for a virtual learning environment in a distant language course. In: Thomas, Michael and Reinders, Hayo eds. Task-Based Language Learning and Teaching with Technology. London: Continuum Publishing, pp. 131–153.

Stickler, Ursula and Hampel, Regine (2010). CyberDeutsch: Language production and user preferences in a Moodle Virtual Learning Environment. CALICO Journal, 28(1) pp. 49–73.

Stickler, Ursula; Ernest, Pauline; Beaven, Tita; Emke, Martina; Germain-Rutherford, Aline ; Hampel, Regine; Hopkins, Joseph and Stanojewic, Mateusz-Milan (2010). Joining the DOTS. A collaborative approach to online teacher training. The EuroCALL Review , 16,

Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph; Stanojevic, Mateusz Milan and Stickler, Ursula (2010). Needs and challenges for online language teachers - the ECML project DOTS. Teaching English with Technology: A Journal for Teachers of English, 10(2) pp. 5–20. file

Stickler, Ursula; Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojevic, Mateusz Milan (2010). From the editors: stepping stones to teaching lnguages with technology. Journal of Teaching English with Technology (10) 2. file

Flewitt, R. S.; Hampel, R.; Hauck, M. and Lancaster, L. (2009). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis. London: Routledge, pp. 40–53.

Hampel, Regine and Hauck, Mirjam (2009). Towards an effective use of audioconferencing in distance learning courses. In: Hubbard, Philip ed. Computer Assisted Language Learning. Critical Concepts in Linguistics, IV. Present Trends and Future Directions in CALL. London: Routledge, pp. 74–96.

Hampel, Regine (2009). Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration. Innovation in Language Learning and Teaching, 3(1) pp. 35–50. file

de los Arcos, Beatriz; Coleman, James A. and Hampel, Regine (2009). Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk. ReCALL, 21(1) pp. 3–17. file

Hauck, Mirjam and Hampel, Regine (2008). Strategies for online environments. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Clevedon, UK: Multilingual Matters, pp. 283–302. file

Lamy, Marie-Noëlle and Hampel, Regine (2007). Online communication for language learning and teaching. Basingstoke: Palgrave Macmillan.

Stickler, Ursula and Hampel, Regine (2007). "What I think works well...." Learners' evaluation and actual usage of online tools. In: Interactive Computer Aided Learning (ICL) International Conference, 26-28 September 2007, Villach, Austria.

Stickler, Ursula and Hampel, Regine (2007). Designing online tutor training for language courses: a case study. Open Learning, 22(1) pp. 75–85.

Hampel, Regine (2007). New literacies and the affordances of the new media: Using audiographic computer conferencing for language learning. In: Schneider, S. and Würffel, N. eds. Kooperation & Steuerung: Fremdsprachenlernen und Lehrerbildung mit digitalen Medien. Gießener Beiträge zur Fremdsprachendidaktik. Tübingen: Gunter Narr Verlag, pp. 33–53.

Hampel, Regine and Hauck, Mirjam (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. JALT CALL Journal, 2(2) pp. 3–18. file

Baumann, Uwe and Hampel, Regine (2006). Medien - von der Zeitung zum Internet. In: Baumann, Uwe and Duensing, Annette eds. Developing writing skills in German. London: Routledge, pp. 60–84.

Hampel, Regine (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(1) pp. 105–121. file

Hampel, Regine and Stickler, Ursula (2005). New skills for new classrooms: training tutors to teach languages online. Computer Assisted Language Learning, 18(4) pp. 311–326.

Hampel, R and Hauck, M (2005). The challenges of implementing online tuition in distance language courses: Task design and tutor role. In: Holmberg, B.; Shelley, M. and White, C. eds. Distance Education and Languages, Evolution and Change. Multilingual Matters.

Hampel, Regine; Felix, Uschi; Hauck, Mirjam and Coleman, James A. (2005). Complexities of learning and teaching languages in a real-time audiographic environment. German as a foreign language(3) pp. 1–30.

Rossade, K. D.; Heins, B. and Hampel, R. (2005). Instant messaging in distributed and distance language learning. In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005, 2005, Chesapeake, VA.

Hampel, Regine and Hauck, Mirjam (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8(1) pp. 66–82.

Hampel, Regine; Hauck, Mirjam and Shield, Lesley (2004). Using Synchronous Conferencing to Support Distance Language Learning: a case study. In: Salmon, Gilly ed. E-Moderating: The Key to Teaching and Learning Online. Routledge Falmer.

Hampel, Regine (2003). Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCall, 15(1) pp. 21–36. file

Hampel, Regine and Baber, E (2003). Using internet-based audio-graphic and video conferencing for language teaching and learning. In: Felix, U ed. Language Learning Online (Language Learning and Language Technology, 3), Volume 7 (3). Lisse, Nertherlands: Swets & Zeitlinger, pp. 38–41.

Hauck, Mirjam and Hampel, Regine (2003). Using Lyceum, an audio-graphic conferencing system, to talk at a distance. In: Goodfellow, D; Fenner, A; Garrido, C and Tella, S eds. The educational use of ICT in teacher education and distance language learning. European Centre for Modern Language of the Council for Europe.

Hampel, Regine (2002). Self-reflecting mirrors: Genre and narrative subversion in John Banville’s Trilogy. New Comparison(33-44)

Hampel, Regine (2002). Variationen: Kontexte. In: ed. ? Open University.

Hampel, Regine (2001). 'I write therefore I am?' Fictional autobiography and the idea of selfhood in the postmodern age. Bern: Peter Lang Publishing.

This list was generated on Mon Jan 19 22:49:21 2015 GMT.

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