Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach

Tokmak, Hatice Sancar; Yakin, Ilker; Doğusoy, Berrin

doi:10.4018/ijdet.2019010106

Cited by 6 publications

(6 citation statements)

References 26 publications

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“…Pembelajaran Flipped learning menyajikan kondisi kelas yang lebih dinamis, dimana peserta didik secara aktif terlibat dalam proses pembelajaran. Kesempatan peserta didik untuk menyampaikan pendapat ataupun pertanyaan selama proses belajar berlangsung sangat besar, karena dalam pembelajaran ini peran guru bukan menjadi pusat kelas melainkan seorang yang berada di sisi kelas dan memandu peserta didik untuk saling secara aktif belajar bersama-sama ( (Pasaribu & Wulandari, 2021); (Qaisar, 2019); (Tokmak et al, 2019)). Terdapat beberapa kelebihan dalam model pembelajaran flipped learning.…”

Section: Pendahuluanunclassified

Pengaruh Model Flipped Learning Versus Model Direct Learning dan Motivasi Belajar terhadap Hasil Belajar Mata Pelajaran Bahasa Inggris Siswa Kelas X SMK Negeri 1 Driyorejo Gresik

Rizqi,

Leksono,

Rohman

2023

edukasia

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Differences in student learning outcomes become a reference in drawing research conclusions. The learning outcomes are grouped based on two variables. Learning outcomes based on the application of learning models and learning outcomes based on the level of learning motivation possessed by students. The type of research used is experimental research. Data collection using written tests and questionnaires. Written test instruments are used to collect data in the form of student learning outcomes. This test is given before learning activities begin and at the end of learning. The questionnaire instrument was used to collect data in the form of students' motivational values and was given before the learning activities began. Furthermore, the research data were analyzed using Two-way Anava. This study has three hypotheses. Based on the results of data processing, it was found that the first hypothesis was accepted, namely that there were differences in the effect of the learning model on student learning outcomes; the second hypothesis is accepted, namely that there is an influence of learning motivation on student learning outcomes; and the third hypothesis is rejected, which means there is no interaction with the Flipped Learning and Direct Learning models and learning motivation on student learning outcomes in English subjects. Suggestions that can be conveyed through this research are that this kind of research should be carried out with a longer research period, using different materials and at different levels. It is possible to obtain generalization of research results. The use of more interesting learning media and effective learning plans will greatly assist in the learning process.

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Section: Pendahuluanunclassified

Pengaruh Model Flipped Learning Versus Model Direct Learning dan Motivasi Belajar terhadap Hasil Belajar Mata Pelajaran Bahasa Inggris Siswa Kelas X SMK Negeri 1 Driyorejo Gresik

Rizqi,

Leksono,

Rohman

2023

edukasia

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“…Flipped classroom is a pedagogical model that uses technology to modify the organization and performance of school activities before, during and after the face-to-face sessions (Bonnes et al, 2017;Chokshi et al, 2017;Hughes, 2019). For example, students consult videos and digital readings at home and use technological tools inside and outside the classroom (Cabero-Almenara et al, 2021;Tokmak, Yakin, & Dogusoy, 2019;Tiejun, 2017).…”

Section: Flipped Classroommentioning

confidence: 99%

“…The incorporation of flipped classroom in the educational field favors the collaborative work during the face-to-face sessions (Cabero-Almenara et al, 2021;Tokmak, Yakin, & Dogusoy, 2019;Tiejun, 2017). The results of machine learning on H2 are higher than 0.270, therefore, the use of the Mathportal application collaboratively during the class positively influences the teaching-learning process on descriptive statistics.…”

Section: During the Classmentioning

confidence: 99%

“…Flipped classroom allows that teachers organize and carry out creative activities outside the classroom where students have the main role during the learning process (Cabero-Almenara et al, 2021;Tokmak, Yakin, & Dogusoy, 2019;Tiejun, 2017). The results of machine learning about H3 are higher than 0.560, therefore, the use of the Mathportal application individually after the class positively influences the teaching-learning process on descriptive statistics.…”

Section: After the Classmentioning

confidence: 99%

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Use of Flipped Classroom in the Teaching-Learning Process on Descriptive Statistics

Salas-Rueda

2022

Turkish Online Journal of Distance Education

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Educational institutions seek to transform the teaching-learning conditions through the use of new pedagogical and technological models. The aim of this quantitative research is to analyze the use of flipped classroom in the teaching-learning process on descriptive statistics through data science. The participants are 49 students who took the Basic Statistics course during the 2017 school year. This study used a single group quasi-experiment to examine the research hypotheses about Flipped classroom. In the Basic Statistics course, the students have difficulties to assimilate the knowledge about mean, mode, median, range and quartiles. Therefore, this research proposes the consultation of YouTube videos before the class, use of the Mathportal application collaboratively during the class and use of the Mathportal application individually after the class. The Mathportal application is a web tool that allows checking the results of the exercises on the mean, mode, median, range and quartiles at any time. The results of machine learning (linear regression) indicate that flipped classroom positively influences the teaching-learning process on descriptive statistics. On the other hand, data science allows the identification of 3 predictive models about the consultation of the YouTube videos and use of the Mathportal application through the decision tree technique. This research recommends the use of the Mathportal application for the teaching-learning process on statistics. Even, this web application can be used in the courses of differential calculus, geometry, algebra and financial mathematics. The implications of this research are the transformation of the educational context through the use of flipped classroom and incorporation of technological tools before, during and after the face-to-face classes. Finally, flipped classroom is a pedagogical model that is transforming the organization and implementation of school activities through the use of technology inside and outside the classroom.

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“…Literature [12] constructed the English intelligent classroom teaching model based on the Internet of Things media communication technology and used a fuzzy hierarchical evaluation algorithm to assess the teaching effect of the model, pointing out that the student's satisfaction with the model is very high. Literature [13] explored the process of digital storytelling (DST) in the flipped classroom by prospective English education teachers (PEETs), which was found to be inspiring and challenging while entertaining at the same time. Literature [14] proposes a method for assessing the flipped classroom teaching model based on data mining techniques to deal with the problem of low levels of sharing due to too many teaching resources and the model's poor categorization ability.…”

Section: Introductionmentioning

confidence: 99%

Digital Technology Boosts the Construction of English Smart Classroom in Colleges and Universities

Jiang

2024

Applied Mathematics and Nonlinear Sciences

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The application of digital technology in English smart classrooms in colleges and universities explores its impact on teaching effectiveness and students’ academic performance. Based on digital technology, this study examines the construction of English smart classrooms in colleges and universities and its impact on teaching effectiveness. The study collects and analyzes 590,000 teaching behavior data, uses a clustering model to explore teachers’ teaching behaviors, and constructs a set of algorithmic overlay methods for evaluating students’ performance. Through the six-month competent classroom teaching practice, the experimental group showed significant improvement in thinking ability, learning effect and achievement. Specifically, the experimental group’s mean values of verbal thinking, creativity, and critical thinking dimensions were higher than those of the control group by 0.663, 0.572, and 0.581, respectively, and the synergistic ability and problem solving ability were higher by 8.96% and 15.59%, respectively. In addition, the experimental group’s learning attitude, process participation and knowledge mastery were significantly improved, and their academic performance improved by 5.941 points during the experiment. These data confirm the effectiveness of the intelligent classroom in improving learning effect and achievement.

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Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach

Cited by 6 publications

References 26 publications

Pengaruh Model Flipped Learning Versus Model Direct Learning dan Motivasi Belajar terhadap Hasil Belajar Mata Pelajaran Bahasa Inggris Siswa Kelas X SMK Negeri 1 Driyorejo Gresik

Pengaruh Model Flipped Learning Versus Model Direct Learning dan Motivasi Belajar terhadap Hasil Belajar Mata Pelajaran Bahasa Inggris Siswa Kelas X SMK Negeri 1 Driyorejo Gresik

Use of Flipped Classroom in the Teaching-Learning Process on Descriptive Statistics

Digital Technology Boosts the Construction of English Smart Classroom in Colleges and Universities

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