Effectiveness of Flipped Classroom in Teaching Basic English Courses

Arif, Seema; Omar, Irfana

doi:10.2399/yod.19.003

Cited by 11 publications

(10 citation statements)

References 36 publications

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“…Their answers indicate the interactive nature of the activities at flipped sessions, that is, mutual assistance and interaction with classmates and with the instructor. This result is in good agreement with the findings of ( Rajaram, 2019 ) and ( Arıf and Omar, 2019 ). A positive assessment by students of cooperation and interaction with peers and the instructor in the blended learning format was also revealed in ( Sukmawati et al., 2020 ) and ( Røe et al., 2019 ).…”

Section: Discussionsupporting

confidence: 93%

“…According to (Rajaram, 2019), the FC-approach with an integrated scaffolding support system with real-time learning interventions using electronic resources and interactive methods for organizing students' activities increases their engagement and critical thinking. The article (Arıf and Omar, 2019) also confirms the increased motivation of students and their engagement in learning English. According to (Pardo et al, 2019) using learning analytics based on students' digital traces has a positive impact on students' perception of feedback quality and on academic achievements.…”

Section: Introductionsupporting

confidence: 63%

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Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

Сорокова

2020

Heliyon

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There are a number of beliefs and preconceptions concerning online learning in university digital environment. Are they valid? The study aimed to compare perceived learning experiences of students who completed the ecourse with flipped design, to identify the set of opinions common to the majority of students and assess differences of perceived experiences between graduate and undergraduate students. The target groups were students at the Bachelor's (N ¼ 183) and Master's (N ¼ 161) levels participating in e-courses in mathematical methods in psychological and educational researches (N ¼ 344 in total). The quasi-experimental study was conducted at the Moscow State University of Psychology and Education (MSUPE). Using cluster analysis method for each of the 5 thematic groups of the survey points, 2 clusters were identified, typical opinions spectrum of the respondents majority was characterized, and differences between learners at the Bachelor's and Master's levels in these clusters were estimated. (1) For only one topic regarding students' learning independence, interaction and engagement, the share of master's programs students in a large cluster significantly prevails, for the remaining 4 topics there were no differences: ca 70-75% of both levels students belonged to a large cluster. (2) Most students confirm the benefits of e-courses, no substantial difficulties were identified. This contradicts the preconception that older Master's level students more troublesome adapt to digital environment learning, experience more difficulties and are more critical. (3) Most respondents at both levels show a positive motivation for learning in a digital environment. This contradicts the preconception that graduate students are more skeptical of e-learning. (4) Most students confirm the interactive style of blended sessions' activities, i.e., mutual assistance and interaction with classmates and the instructor, but they more often perceive deficiency of personal contacts with the instructor and do not agree to replace face-to-face sessions with webinars and communication on forums. This set of opinions is more characteristic of graduate students. Perhaps this is partly a reflection of main beliefs of instructors supported the full-time education. (5) Almost all students find the e-course informative and practically useful. (6) Most of the respondents are characterized by careful answers to points concerning the use of dishonest strategies in online learning and the belief that dishonest strategies using is inevitable. Perhaps this is a reflection of their life experiences or an excuse for their own dishonest strategies. This problem requires further investigation.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionsupporting

confidence: 63%

Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

Сорокова

2020

Heliyon

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“…This ontological philosophy boosts their morale and they find themselves competent in other skills which reduces the gap between successful and unsuccessful. Research also confirms that students can be involved in diligent practice and self-regulated learning through incorporating technology and offering students digital exercises (Brun & Hinostroza, 2014;Arif & Omar, 2019).…”

Section: Discussionmentioning

confidence: 71%

“…Evidence (Carmichael, Newmann & King, 2015;Joyce, Gitomer & Iaconangelo, 2018) supports the fact that active learning can be pursued through active participation of students but at certain times even active participants follow illusory path-where only participation in an activity is taken as the criteria for learning-resulting in the production of shallow and surface-level intellectual work. This low standard of intellectual activity where students are mere passive learners spoon-fed by the teachers further weakens students' willingness to learn as they don't find themselves capable of taking new challenges and switching to the new learning approaches (Rahim &Ros, 2016;Omar &Arif, 2019b;Arif& Omar, 2019). Moreover, conventional academic achievement criteria certifies success in the form of grades which can be easily secured by retrieval and imitation of the knowledge transmitted by the teacher without any in-depth exhaustive thinking and elaborative effort on the part of students in exploring sources outside classroomfor a valued end (Skourdoumbis, 2014;York, Gibson & Rankin, 2015;Cachia, Lynam & Stock, 2018).…”

Section: Personal Factors Affecting Epistemological Accessmentioning

confidence: 99%

Role of Personal Factors in Epistemological Access to Higher Education: Comparison of Public and Private Universities in Pakistan

Rasul¹,

Arif²,

Nadeem³

2021

JASS

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The aim of this study was to find the difference between the perceptions of students of public and private universities regarding relationship of personal factors (comprising four sub-factors (personal competency, participation in university activities, personal efforts for improvement, personal willingness) and epistemological access. A survey was held with undergraduate students of eight universities (4 public & 4 private) in Pakistan. Multistage sampling technique was used to select the sample that targeted 1600 under-graduate students of 6thsemester from two faculties (Information and Technology, and Business School) of 8 universities (4 private and 4 public) situated in the province of Punjab and Islamabad (Capital Territory) in Pakistan. The data were collected through a self-constructed questionnaire during the academic session ‘Fall 2018-2019.’ Data was recorded on SPSS and treated statistically; after confirmatory factor analysis, one-way ANOVA was conducted to find the difference between perceptions of students of public and private universities across 5 factors stated above. The results showed that significant difference existed between perceptions regarding provision of epistemological access among four out of five factors. In three cases (personal competency, participation in university activities and personal willingness for improvement) the perceptions of private students were better than the students of public universities, whereas, the public university students’ perceptions were better in personal efforts for improvement. It was deduced from the results of Pearson correlation that there existed a positive relationship among the mentioned constructs— personal competency, personal effort for improvement, and epistemological access. However, no significant difference was found between students of public & private universities regarding provision of epistemological access in their respective universities.

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“…Several papers focus on some technological tools used in ETL: data mining algorithms for teaching and evaluation [40,41], corpus-based teaching mode [42], and Transparent Language Online in basic English courses [43].…”

Section: Technologiesmentioning

confidence: 99%

Blended Learning Design of English Language Course in Higher Education: A Systematic Review

Chen¹,

Jumaat²

2023

IJIET

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Higher education has been innovated by technological advancement to fulfill the demands of various learning needs. Blended Learning (BL) is increasingly important for education institutions to transform the conventional classroom into a more open and innovative integration of teaching and learning not limited to time and space. There have been literature and systematic review on BL in various subjects, however, BL design of English courses applied in higher education lacks a comprehensive systematic review. This paper conducts a systematic review of BL in English courses to investigate the effect of BL in ETL (English Teaching and Learning) and to identify BL trends, gaps, and future directions for ETL in higher education. Based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, this study conducted a literature search of the following databases: Scopus, ACM, and Web of Science, using the search string of “blended learning”, “English courses”, and “higher education” and several related substrings. The search yielded 469 studies that were identified through further screening and eligibility. 69 articles were selected for inclusion in this review. The current research fields for BL in ETL can be mainly summarized into four categories: blended learning design, participants, technologies, and effects, The obtained findings identify the factors and variables related to BL that influence the effect of ETL in higher education. Additionally, the effectiveness of different BL models and approaches are investigated for ETL in higher education. The result facilitates the design and implementation of a blended or hybrid English course in higher education.

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Effectiveness of Flipped Classroom in Teaching Basic English Courses

Cited by 11 publications

References 36 publications

Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

Role of Personal Factors in Epistemological Access to Higher Education: Comparison of Public and Private Universities in Pakistan

Blended Learning Design of English Language Course in Higher Education: A Systematic Review

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