Defining flipped learning for English learners in an urban secondary school

Carhill‐Poza, Avary

doi:10.1080/15235882.2018.1561552

Cited by 16 publications

(9 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In education, these interactions prove to be beneficial. Prior research found the exchange of ideas related to technology with coworkers led teachers to report increased levels of enthusiasm and effectiveness (Carhill-Poza, 2019). To promote in-school practice, teachers may designate a shared planning period (i.e., a professional learning community) to discuss and model various technologies.…”

Section: Discussionmentioning

confidence: 99%

“…Jones and Dexter (2018) found teacher attitudes were believed to be the largest barrier. Teachers from all grade levels who believed students benefit from technology use are more likely to incorporate it into their teaching than those who did not (Carhill-Poza, 2019). At times, a perception may exist that technology is used as a way to occupy students’ time and attention or as a reward for good behavior (Jones & Dexter, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities

Kormos

2021

Education and Urban Society

View full text Add to dashboard Cite

Innovations in educational technology have led to heightened expectations for both K-12 teachers and students. Now, more than ever, teachers are expected to develop 21st century skills, which creates a necessity to understand how urban teachers feel about the role of technology in their teaching practice. In addition, teacher perceptions are necessary to identify better ways to prepare students for success. Utilizing a quantitative approach, this study explored these perceptions among urban K-12 teachers. Results suggested urban teachers lag behind their counterparts related to perceived effectiveness of technology. In addition, respondents indicated technology is not utilized frequently. The results revealed personal trial and error as the most common way of new knowledge and skill acquisition. Participants reported lack of student access to Internet at home as the largest barrier to technology implementation, followed by financial cost. These findings suggest urban teachers may need more guidance and professional development on how to effectively integrate technology into the classroom. Through the development of more thorough understanding of urban teacher usage of technology, administrators may design more effective continued learning opportunities. It is recommended future investigation be conducted across multiple states to investigate technology usage by grade level and content area to best equip urban teachers to effectively implement technology in their teaching practices.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities

Kormos

2021

Education and Urban Society

View full text Add to dashboard Cite

show abstract

“…Flipped learning used in environments specializing in English language learning have been found to result in an increase in student engagement and expanding motivation and satisfaction in learning (Carhill-Poza, 2019;Hung, 2015). Hung (2015) reported that English language learners using flipped learning were more committed to out-of-class learning, and likely to engage in deeper learning.…”

Section: Flipped Learning In Junior High Mathematics and English Lang...mentioning

confidence: 99%

“…Videos increase student engagement in learning (Carhill-Poza, 2019;Hung, 2015;Kirvan et al, 2015). They also provide greater learner autonomy (Santikarn & Wichadee, 2018), most notably because students can work at their own pace and review content when desired (Grypp & Luebeck, 2015;Hung, 2015).…”

Section: Flipped Learning In Junior High Mathematics and English Lang...mentioning

confidence: 99%

Flipped Learning in Grade 7 and 9 Mathematics

2022

View full text Add to dashboard Cite

This design-based study focused on supporting students in grade 7 and 9 math classes by implementing a flipped learning model. In this study the researchers explored the perceptions of teachers and students about the benefits and challenges of a technology-enhanced pedagogy such as flipped learning. The study was conducted from January to June 2021 with two junior high math classes in a charter school in Alberta with a specialization in English language learning, and at a time when classes were shifting between in-person and online learning frequently due to COVID-19. Through a design-based approach, teachers engaged in reflective conversations and journaling, students were surveyed about their experiences with the flipped learning approach, and data analytics were reviewed from the videos and embedded quizzes assigned as pre-learning activities. The Technological Pedagogical Content Knowledge (TPACK) framework was used to explore the relationship between technology, pedagogy, and content knowledge for designing flipped learning activities. The results from this study demonstrated the efficacy of the procedures, instruments, and value in extending the study to involve more classes and subject areas. Participants were satisfied with using the flipped learning approach for improving students’ engagement, agency, and mathematical understanding. Research in flipped learning can help inform teachers and schools in any teaching scenario whether in person, when teaching online, in blended learning environments, and when employing emergency remote learning.

show abstract

“…In regard to the research questions, there were 39 articles identified with the benefits of flipped learning to improve speaking skills. In particular, there are four common benefits identified from the articles which are self-regulated learning (Cetinkaya, 2017;Fidalgo-Blanco et al, 2017;Gasmi, 2017;Mahendra et al, 2020;Rahman et al, 2019;Shyr & Chen, 2018;Yang, 2017;Zainuddin & Perera, 2018;Zainuddin, Habiburrahim et al, 2019;Zainuddin, Hermawan et al, 2019); interaction (Bezzazi, 2019;Carhill-Poza, 2019;Erdemir & Yangın-Ekşi, 2019;Hsieh et al, 2017;Isaias et al, 2017;Kader, 2018;Karabulut-Ilgu et al, 2018;Koroglu & Cakir, 2017;Lin & Hwang, 2018;Mahendra et al, 2020;Santosa, 2017;Sidky, 2019;Singh et al, 2018;Yesilcinar, 2019;Yoon & Kim, 2020;Zainuddin & Perera, 2018;Zainuddin, Habiburrahim et al, 2019;Zainuddin, Hermawan et al, 2019); motivation (Abdullah et al, 2019;Abedi et al, 2019;AlKhoudary & AlKhoudary, 2019;Andujar et al, 2020;Gasmi, 2017;Hsieh et al, 2017;Joseph & Joy, 2019;Lie & Yunus, 2019;Parra-González et al, 2020;Quyen & Loi., 2018;…”

Section: Figure 2 the Level Of Participants In Flipped Learning Studiesmentioning

confidence: 99%

A Systematic Review of Flipped Learning Approach in Improving Speaking Skills

Santhanasamy¹,

Melor²

2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.</p>

show abstract

Defining flipped learning for English learners in an urban secondary school

Cited by 16 publications

References 40 publications

Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities

Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities

Flipped Learning in Grade 7 and 9 Mathematics

A Systematic Review of Flipped Learning Approach in Improving Speaking Skills

Contact Info

Product

Resources

About