Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

Lage, Maureen J.; Platt, Glenn; Treglia, Michael

doi:10.2307/1183338

Cited by 752 publications

(940 citation statements)

References 6 publications

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“…Due to the limited amount of research there is little consensus on the complete definition of this concept. Lage (2000) defines the inverse of the class as follows: "Upside class means that the events that traditionally took place in the classroom, takes place outside the classroom and vice versa." This explanation captures the reasons for use of terminology flipped classroom.…”

Section: Flipped Classroom Modelmentioning

confidence: 99%

Learner-Content Interaction in Flipped Classroom Model

Špilka

2015

International Journal of Information and Communication Technologies in Education

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The article deals with the interaction of elementary school students with online educational videos. Half-yearly survey was conducted in mathematics lessons pupils in the eighth grade. During the experimental teaching was flipped classroom teaching model, where students watch educational instructional video before school lessons. During class when the teacher uses activization teaching methods that build on the content of the educational video. It turned out that there is a correlation between the average length of time that students watched videos and length instructional videos. Students watched a video about three times the length of their time. Additionally was monitored a number of playback of educational videos. Here it shows a slightly declining and fluctuating trend. For some video, especially towards the end of the experiment, the number playback are low due to preservation the measured correlation. This suggests that some students stopped to watch educational videos at the end of the experiment or accelerated video playback.

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Section: Flipped Classroom Modelmentioning

confidence: 99%

Learner-Content Interaction in Flipped Classroom Model

Špilka

2015

International Journal of Information and Communication Technologies in Education

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“…Also according to these authors, the concept of inverted classroom assumes that events traditionally taking place inside the classroom take place outside and vice versa (LAGE; PLATT;TREGIAL, 2000, p. 32). In an experience with this method at the University of Miami, students should read the course content (available through multimedia resources) before class to be ready to discuss it in class.…”

Section: Introductionmentioning

confidence: 99%

English distance learning: possibilities and limitations of MEO for the Flipped Classroom

Finardi

Prebianca

Schmitt

2015

Rev. bras. linguist. apl.

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ABSTRACT:The study investigates possibilities and limitations of the course My English Online (MEO) for the inverted classroom format. Two hundred and eighty-nine Brazilian federal university students evaluated the MEO software in terms of usability features. Three participants were interviewed for data triangulation. Results of the study suggest that users with more experience are more sensitive to aspects of human-computer interaction than less experienced ones, particularly when the criteria of Flexibility, User Experience, Informational Density and Feedback are considered. In addition, findings also show that the speaking and writing skills are the most difficult to develop in the MEO course. The study concludes that, in order to overcome limitations in MEO, especially in terms of the Feedback criterion, the software can and should be used in the flipped classroom format. KEYWORDS: online L2 teaching and learning; MEO; flipped classroom.

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“…Reflecting this is the rise of flipped classrooms (Lage, Platt, & Treglia, 2000). The instructional foundation of flipped teaching is supported by research which focuses on student centered learning and the effectiveness of the approach in increasing student achievement (Chaplin, 2009;Freeman, 2007;Michael, 2006;Akinoglu and Tandogan, 2006;Prince, 2004;Mazur, 1996).…”

Section: The Shift From Traditional Teaching To Flipped Teaching In Hmentioning

confidence: 99%

Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education

Khalil¹

2017

Preprint

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Flipped teaching is a pedagogical model in which the roles of the instructor and the students in a flipped context are redefined. Within this unique pedagogical context, researchers suggest that, in order to maximize the learning process for students, assessment should follow a studentcentered approach (Talbert, 2015; Honeycutt & Garrett, 2014). Utilising assessment as a learning tool through layering and scaffolding in the flipped context engages students in the learning process, encourages continuous assessment of student learning, creates opportunities for implementing critical thinking, helps students gain a deeper understanding of concepts, allows formative feedback and eventually yields improved outcomes. This formative assessment approach of layering and scaffolding has been considered to "motivate students" (Spangler, 2015). Layered assessment in the flipped context also becomes a student-centered learning strategy, a means to informally gather feedback about students' learning and a tool to help instructors refine their teaching. This paper aims to fill the gap in the literature with regards to utilizing assessment for learning and evaluative purposes. It aims to share formative assessment strategies for flipped English language learning, share assessment types which worked in a flipped English language learning classroom, classroom assessment techniques to refine teaching, assessment tools, resources, share recommendations to challenges and propose solutions for effective assessment in a flipped English language learning setting.

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Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

Cited by 752 publications

References 6 publications

Learner-Content Interaction in Flipped Classroom Model

Learner-Content Interaction in Flipped Classroom Model

English distance learning: possibilities and limitations of MEO for the Flipped Classroom

Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education

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