In-Class Flip: Flipping a Literature Class for Student-Centered Learning

Ramírez, Martha Isabel Díaz

doi:10.1007/978-981-10-6968-0_7

Cited by 7 publications

(5 citation statements)

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“…Resonating with other studies, these benefits consisted of: promoting higher levels of knowledge construction (Schellens & Valcke, 2004) in, for example, grammar and vocabulary knowledge (Kang, 2015;Knezevic, Zupanec, & Raduvolic, 2020) enhancing reading (Ökmen & Kılıç, 2021), listening and speaking skills (Fethi & Marshall, 2018;Liu, Zhang, Zhang, and Tian, 2020), writing skills (Ekmekçi, 2021;Ghufron & Nudianingsih, 2021) as well as pronunciation (Bin-Hady & Hazaea, 2021). Also, these tools increase interaction (Lee & Martin, 2020) and collaboration (Ghufron & Nudianingsih, 2021) through an active learning environment (Mu, 2017) by accommodating learner pace and space (Ramirez, 2018;Zainuddin & Perera, 2018) and adding real-life relevance to the subject (Fulton 2012).…”

Section: Discussionmentioning

confidence: 93%

Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation

Girgin¹,

Cabaroğlu²

2021

Cukurova University Faculty of Education Journal

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This article presents an action research study examining the implementation of flipped classroom model supported with Web 2.0 technology to provide opportunities to use the target language and to motivate learners. Our participants were 12th grade language class students who were learning English as foreign language in a state school in Turkey. Our data came from a variety of sources including pre-and posttreatment questionnaires, teacher journals, lesson evaluation forms, observation tasks, and semi-structured interviews. Our findings revealed that participating students held positive perceptions and a high level of motivation towards the integration of Web 2.0 technology to Flipped Classroom in their English language learning process. Additionally, they reported a number of advantages associated with flipped learning model and Web 2.0 tools such as increased readiness to the lesson, improvement in variety of language and 4C (i.e., critical thinking, creative thinking, communicating and collaborating) skills, fostered teamwork and boosted creativity. In light of our findings, we propose pedagogical implications for EFL practices.

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Section: Discussionmentioning

confidence: 93%

Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation

Girgin¹,

Cabaroğlu²

2021

Cukurova University Faculty of Education Journal

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“…The complexity of educational goals, activities, tasks, and required cognitive processes is determined not only by the direct experience of the teacher but primarily by the second theoretical framework related to this principle, the Revised Bloom's Taxonomy (2001). According to [2,4,15], BL provides a wide plethora of instructional or pedagogical models set up on flexible and adaptable pedagogical configurations of physical and virtual online learning spaces, allowing highly effective and successful education under the most diverse conditions of school practice. Over the last decade, through innovative designs and proven practices, we can categorize BL models into two main groups [2,15]:…”

Section: Blended Learning In Action: Pedagogical Models and Configura...mentioning

confidence: 99%

“…According to [2,4,15], BL provides a wide plethora of instructional or pedagogical models set up on flexible and adaptable pedagogical configurations of physical and virtual online learning spaces, allowing highly effective and successful education under the most diverse conditions of school practice. Over the last decade, through innovative designs and proven practices, we can categorize BL models into two main groups [2,15]:…”

Section: Blended Learning In Action: Pedagogical Models and Configura...mentioning

confidence: 99%

Blended learning: A data-literate science teacher is a better teacher

Hanč,

Borovský,

Hančová

2024

J. Phys.: Conf. Ser.

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The COVID-19 pandemic has underscored the importance of blended learning in contemporary physics and, more generally, STEM education. In this contribution, we summarize current pedagogical models of blended learning, such as rotational and flexible non-rotational models, and customizable configurations of physical and virtual learning spaces. With the inevitable integration of digital technology as one of the pillars of blended learning, teachers find themselves in an unprecedented position to not only obtain data more frequently but also analyze it and adjust instruction accordingly. Consequently, we discuss a crucial element of blended learning effectiveness: data management and usage. In this context, data literacy for teaching emerges as an essential skill for effective blended learning, encompassing the ability to transform various data types into actionable instructional knowledge and practices. In other words, current research in physics education shows that a data-literate science teacher is a more prosperous and effective teacher.

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“…Incorporating the elements of games (e.g. scores, points, badges, and leader boards) into FI (Zainuddin, 2018), using in-flip class strategy where out-of-class activities take place in class environment (Fethi & Marshall, 2018;Ramirez, 2018), and designing the learning activities of the flipped course with reference to the principles of self-regulation (Ng, 2018) are among such works.…”

Section: The Role Of Instructional Practices In Flipping the Classmentioning

confidence: 99%

Flipping an on-campus general English course: a focus on technology complexity of instruction and learners’ levels of impulsivity

Zarrinfard

Rahimi

Mohseny

2021

Int J Educ Technol High Educ

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The current study compared the effects of two types of flipped instruction (FI) (low- and mid-tech) with two other class conditions, a blended course and a conventional teaching, on learning outcome of language learners with different levels of impulsivity in an on-campus General English (GE) course. To attain such a goal, four GE classes consisting of 100 freshmen (25 students in each class) were selected and organized into 3 experimental (mid-tech FI, low-tech FI, blended instruction) and 1 control group (conventional teaching). In low-tech flipped class, the students were provided with the vodcasts and podcasts of the instructor’s teaching. For the mid-tech flipped class, the podcasts and vodcasts were integrated into an educational website where all instructional and supplementary materials were available. The blended group accessed the educational website after the instructor’s teaching as the extension of the class activities. The control group received the GE conventional instruction (chalk and talk approach). The participants’ learning outcome was assessed by reading paper of Preliminary English Test and their level of impulsivity was measured by BIS-11. The quantitative data were analysed by a two-way analysis of variance (ANOVA) and the results revealed a statistically significant difference in reading proficiency of the four groups after the study, in favour of the mid-tech FI. Moreover, while the type of instruction had no effect on reading proficiency of students with different levels of impulsivity across groups, within group comparisons revealed that only mid-tech group members with different levels of impulsivity benefited equally from the instruction. The results of the qualitative data analysis revealed that the majority of students in both groups had positive attitudes towards the experience, although they expressed their needs for some modifications in teacher role, their own role, and the way the instructional materials are prepared and presented.

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In-Class Flip: Flipping a Literature Class for Student-Centered Learning

Cited by 7 publications

References 0 publications

Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation

Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation

Blended learning: A data-literate science teacher is a better teacher

Flipping an on-campus general English course: a focus on technology complexity of instruction and learners’ levels of impulsivity

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