An Empirical Study on a Flipped Classroom in Open University Teaching Based on an Ecological Perspective: A Case Study on a Translation Theory and Practice Course

Abstract

A flipped classroom refers toa model of learning which reverses how time is spent in and out of the class to shift the ownership of learning from the teachers to learners. But from the perspective of ecology, education can be healthily developed in a harmonious and dynamically-balanced ecological system. Therefore, this project, exemplified through translation teaching, constructed a flipped teaching model based on an ecological perspective that open university distance learners will adapt to after revisiting the flipped classroom. Through the teaching experiment in the course on Translation Theory and Practice, the author highlighted that a good ecological relationship should be established in the translation subject, the translation object, the objectives of the translation course, and translation sources and requirements from the translation market — based on which the basic teaching process of a flipped classroom was developed. Using a questionnaire and interviews, the results of a one-year experiment showed that the flipped teaching model with the integration of modern information technology (functions of interaction, virtual simulation and social networking) in translation teaching could foster greater student engagement and higher levels of motivation and translation competence; and the teachers were excited by the opportunity to enhance their teaching practice and the profession. However, some major challenges were also posed to the students and teachers, viz.: (1) how to make the students transform from knowledge-receivers to knowledge-producers; and (2) how to improve the teacher's TPACK(technology integrated into some curricula) — for example,how to explaina concept in a bite-sized video (the pace, the visual representation, and the aligned assessment practices) and how to extend these activities into the classroom.

Implementing the flipped classroom model in teaching a translation module in Vietnam

“…This paper has illustrated how the flipped classroom model can be implemented practically both inside and outside the translation classroom. In line with the findings of Ling (2017), Mei (2017), andShu (2015) in translation training, this study's results of the test analysis also showed significant differences between the performance of the subjects over various learning activities and assessment tasks..…”

RETRACTED: Open teaching mode of environmental design major in colleges

“…This should be a principle that has been implemented throughout the school education process. 10 " This topic compares and analyzes the concepts, methods and effects of the current traditional teaching mode and open teaching mode in ordinary colleges and universities, and combines research methods such as literature analysis, observation analysis, questionnaire survey, comparative research, and induction. Cases and professional questionnaire surveys are carried out in three aspects, which specifically analyze the current status of environmental design majors in China's universities, find out the problems that need to be solved in the current environmental design majors, and strive to explore the open teaching mode of environmental design majors in universities to achieve improvement The training of environmental design talents in colleges and universities effectively promotes the integration of teaching concepts and teaching practices in ordinary colleges and universities.…”

A study on the application of flipped classroom model in universities based on learners' perspective

“…The "flipped classroom" refers to flipping the teaching structure of "teachers teach in the classroom during the day and students do homework at home at night" and building a teaching structure of "students complete the internalization process of knowledge absorption and mastery in the classroom during the day and learn new knowledge at home at night". The teaching structure of "students complete the internalization process of knowledge absorption and mastery in the classroom during the day, and learn new knowledge at home at night" is a new classroom teaching structure that allows students to complete the internalization process of knowledge absorption and mastery in the classroom, and complete knowledge learning outside the classroom [15]. The author found that the interviewees did not have a correct understanding of the "so-called" flipped classroom after the interview.…”