Multimedia-Assisted Learning in a Flipped Classroom: A Case Study of Autonomous Learning on EFL University Students

Aprianto, Eko; Purwati, Oikurema; Anam, Syafi’ul

doi:10.3991/ijet.v15i24.14017

Cited by 26 publications

(32 citation statements)

References 29 publications

(30 reference statements)

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“…Besides, it was observed that the transfer of materials from the conventional face-to-face model to the computer-mediated format requires specialized expertise, time, and dedication (Cai et al, 2019). Moreover, the usage of efficient technology must be reviewed beforehand because this helps facilitate outside-class engagement amongst students (Aprianto & Purwati, 2020). These suggestions shared by Cai et al (2019) and Aprianto and Purwati (2020) demonstrate that there is still uncertainty among students when it comes to technology-enhanced learning (TEL).…”

Section: Flipped Classrooms: a Remedy To Achieve Inclusive Education?mentioning

confidence: 99%

“…Moreover, the usage of efficient technology must be reviewed beforehand because this helps facilitate outside-class engagement amongst students (Aprianto & Purwati, 2020). These suggestions shared by Cai et al (2019) and Aprianto and Purwati (2020) demonstrate that there is still uncertainty among students when it comes to technology-enhanced learning (TEL). The migration of materials from traditional face-to-face format to computer-mediated format is a process that requires specific skills, as well as a significant amount of time and effort…”

Section: Flipped Classrooms: a Remedy To Achieve Inclusive Education?mentioning

confidence: 99%

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Innovative Teaching: A Qualitative Review of Flipped Classrooms

Fuchs

2021

IJLTER

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The extent and importance of web-based learning in higher education have increased tremendously in the last decade, triggered by new educational technologies and pedagogical approaches. Higher education lecturing has traditionally followed a teacher-centered approach, with lecturers giving classes in the classroom and students performing out-of-class activities. Under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role. The flipped classroom emphasizes the role of the student in the center of the learning environment and facilities an active learning pedagogy. This paper reviews the most recent case studies related to the flipped classroom approach in order to provide educators guidelines on the best practices, traits, and merits of the flipped classroom. A total of 22 case studies were included in this qualitative review of the flipped classroom. The methodological inquiry followed the PRISMA flow diagram that identified an initial pool of 3,764 articles. Upon identification of relevant case studies (n=22), a five-point Likert-type sentiment rating was assigned as the basis to structure the discussion. The rating was based on the students’ perceptions of the flipped classrooms as investigated in the articles. The assessment confirms that the majority of students have a positive perception of this learning pedagogy. However, there are concerns about increased workload for students, ambiguity in expected learning outcomes, and an initial barrier to actively contribute; these are the primary implications of this review.

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Section: Flipped Classrooms: a Remedy To Achieve Inclusive Education?mentioning

confidence: 99%

Section: Flipped Classrooms: a Remedy To Achieve Inclusive Education?mentioning

confidence: 99%

Innovative Teaching: A Qualitative Review of Flipped Classrooms

Fuchs

2021

IJLTER

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“…Innovative information technologies have been used in many studies for language learning [26,27,28,29]. In language learning, the most used technologies were corpus, online videos, websites, social networking, intelligent tutoring system, etc.…”

Section: Information Technology Assisted In Language Learningmentioning

confidence: 99%

Method of Information Technology Enhanced Japanese Vocabulary Learning and Evaluation

Huang

Chueh

Huang

et al. 2021

Int. J. Emerg. Technol. Learn.

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Japanese vocabulary proficiency is directly related to Japanese language proficiency, and the learning and evaluation of Japanese vocabulary is vital in Japanese learning. To evaluate the learners’ Japanese vocabulary proficiency, in this study, we propose an effective method for evaluating Japanese vocabulary and implement it into a system. To prove the evaluation ability of the proposed method and implemented system, we conducted an experiment involving 80 students from the Japanese Group of the department of applied foreign languages of a senior high school to investigate the effectiveness of the method and system. The results of this study confirmed that (1) the reliability and validity of the proposed Japanese vocabulary evaluation method and system are favorable; and (2) the correlation coefficient between the experimental results and the students’ academic performance is higher than 0.80. Theoretically, the multidimensional Japanese vocabulary quotient model proposed herein can be the basis for Japanese vocabulary detection. Practically, the low-cost and rapid Japanese vocabulary evaluation system developed is applicable to educational evaluation, whereas the technical evaluation method and system for Japanese vocabulary can improve the efficiency and effectiveness in evaluating the Japanese vocabulary of learners.

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“…Since then the FC has spread to a wide community of educational institutions and educators around the world, reaching out to higher education [6]. The FC as a pedagogical model requires the commitment and active participation of students in learning activities both before and in the classroom, all with the contribution of information and communication technologies [7]- [9].…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom in Higher Education: A Bibliometric Analysis and Proposal of a Framework for its Implementation

Limaymanta

Apaza-Tapia

Vidal

et al. 2021

Int. J. Emerg. Technol. Learn.

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The flipped classroom as an educational model is perfectly aligned with the current demands of higher education. Therefore, the objectives of this article were to carry out a bibliometric analysis of the scientific production of the flipped classroom in higher education (2012-2020) and to propose a framework for its implementation in face-to-face, blended or online learning modalities. The records were recovered from the Web of Science Core Collection and Scopus, from which, after a five-phase methodological process, a consolidated dataset of 782 documents was obtained. The results showed the importance of the subject matter as scientific production reflected a continuous growth during the period of study. For their part, the most productive authors come from various institutions worldwide with an H index of over 50. The collaboration indicators show the growth trend of these indexes over the years, which reflects the capacity to generate national and international impact in the documents published in collaboration. The keywords co-occurrence analysis showed that the flipped classroom as a technological and innovative approach is complemented by active learning, blended learning, e-learning, ICT, teaching method, among others. Finally, a framework with five components was proposed as a basic guide for the implementation of the flipped classroom in higher education.

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Multimedia-Assisted Learning in a Flipped Classroom: A Case Study of Autonomous Learning on EFL University Students

Cited by 26 publications

References 29 publications

Innovative Teaching: A Qualitative Review of Flipped Classrooms

Innovative Teaching: A Qualitative Review of Flipped Classrooms

Method of Information Technology Enhanced Japanese Vocabulary Learning and Evaluation

Flipped Classroom in Higher Education: A Bibliometric Analysis and Proposal of a Framework for its Implementation

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