Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus

Dianati, Seb; Nguyen, Mai Thanh; Dao, Phung; Iwashita, Noriko; Vásquez, Claudia

doi:10.53761/1.17.5.4

Cited by 19 publications

(16 citation statements)

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“…Based on the findings, it can be seen that the use of Padlet in the lesson plan is an important key in making the participants fully make use of the platform prepared for them which was Padlet in the lesson. This is in accordance with Dianati et al (2020) whose research found that Padlet was well-received and accepted by students for its utility and ease of use, according to student comments.…”

Section: Findings and Discussionsupporting

confidence: 88%

Factors Affecting Learners’ Participation through the Integration of Padlet in a Tertiary ESL Classroom

Bakar¹,

Hashim²

2022

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Learners' participation in the English as a Second Language (ESL) classroom is one of the factors supporting teaching and learning sessions in the classroom. Learners' participation, involvement and interaction are the most vital element in creating a conducive classroom, particularly for tertiary learners. In line with the usage of teaching resources in this digital age, the implementation of technology in a classroom gives a positive impact that can assist with the participation of learners in a classroom. Hence, the purpose of this study is to identify factors affecting learners' participation in using Padlet for learning ESL and their perception of the benefits and challenges of using Padlet in enhancing English language learning. A questionnaire was distributed to 100 ESL tertiary learners in one of the private colleges based in Kota Kinabalu, Sabah. The data were collected using questionnaires through google form and then analysed using descriptive statistical analysis. According to the findings, it was indicated that the factors of motivation, learning engagement and usefulness influenced learners to participate in ESL classroom lessons and activities. Similarly, the findings showed a positive view on the perception of the participants in using Padlet as a learning tool in the ESL classroom.

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Section: Findings and Discussionsupporting

confidence: 88%

Factors Affecting Learners’ Participation through the Integration of Padlet in a Tertiary ESL Classroom

Bakar¹,

Hashim²

2022

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“…Bajo este modelo de aprendizaje, los docentes deben construir un andamiaje para que los estudiantes elaboren automáticamente su conocimiento personal (Chiou et al, 2020); además, se resaltó la importancia de incentivar a los alumnos a la preparación previa de la clase (Howell, 2021). Dicha falta de preparación suele ser un obstáculo para aprovechar el aula invertida (Akçayýr y Akçayýr, 2018; Dianati et al, 2020).…”

Section: Orientación De Resultadosunclassified

“…El aula invertida ha tenido diferentes conceptualizaciones, como de enfoque (Cui y Yu, 2019;Arif y Othman, 2021;Walsh et al, 2021;Zheng et al, 2020a), modelo (Dianati et al, 2020;Dutra et al, 2017;Hsia et al, 2020;Lambach et al, 2017;Lopes y Soares, 2018), método (Solbach-Sabbach et al, 2019;Zheng et al, 2020a), modelo pedagógico (Dutra et al, 2017), enfoque pedagógico (Nes et al, 2021), modo de enseñanza (Dianati et al, 2020), conjunto de enfoques pedagógicos (Howell, 2021), enfoque de aprendizaje activo (Lambach et al, 2017), estrategia instruccional (Walsh et al, 2021), método de aprendizaje activo (Nes et al, 2021), modelo instruccional (Akçayýr y Akçayýr, 2018), nuevo diseño organizacional (Lopes y Soares, 2018), paradigma alternativo de enseñanza (Ahmed y Indurkhya, 2020), diseño instruccional de aprendizaje activo (Rawas et al, 2020), enfoque pedagógico (Ahmed e Indurkhya, 2020), entre otros conceptos.…”

Section: Aula Invertidaunclassified

Tendencias de investigación de aula invertida con aprendizaje colaborativo: una revisión sistemática

Arellano-Becerril¹,

Nahón

2022

IE REDIECH

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El objetivo de esta revisión sistemática fue identificar tendencias en los artículos de investigación sobre aula invertida con un enfoque de aprendizaje colaborativo. Se consultaron artículos de investigación, de acceso abierto del 2016 al 2021, de las bases de datos ERIC, EBSCOhost, Science Direct y Scopus. Se utilizó el método prisma para buscar, incluir y excluir artículos. De 264 artículos revisados, se eligieron 41. Los resultados muestran las diferentes concepciones para aula invertida, la tendencia en el número de publicaciones de artículos de investigación desde el año 2016, los países que más han publicado sobre el tema, así como los métodos y la orientación de los resultados; 79% de los casos afirma que hay una experiencia positiva y/o mejora con el método de aula invertida con respecto al método tradicional. Aún es escasa la investigación sobre las observaciones y contradicciones expresadas por aproximadamente el 20% de los autores sobre la implementación y los resultados del modelo de aula invertida.

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“…Kahoot app! facilitate users with features that can support learning such as quizzes, surveys, games, and even discussion forums (Dianati et al, 2020). In this research Kahoot!…”

Section: Kahoot!mentioning

confidence: 99%

The Learning of DaF Subject during the Covid-19 Pandemic: The Perspective of the Teachers

Fatina

2022

PAROLE J. Linguist. Edu.

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Face-to-face learning has been shifted to online learning during the COVID-19 pandemic. Due to the online learning, learning support tools are needed to facilitate teaching and learning German. This study aims at describing the implementation of online German teaching and learning and the use of platforms to support German language learning in higher education based on pedagogy and technology aspects. The researcher talks about the experience of teaching German in the Deutsch I course through online learning. The German language that students learned was German at level A1. The research method used was qualitative research with a narrative approach. This method was chosen due to it was based on the researcher’s experience while teaching in the Deutsch I course. In this study, the data used were pictures and the results of students’ reflection with data collection techniques of observation, documentation, and questionnaire. The data were explained based on the pedagogical and technological aspects. In the pedagogical aspect, the implementation of German online learning was explained as well as the materials that were taught, whereas, in technological aspects, the applications used to support learning were explained namely WhatsApp, Zoom, Padlet, Quizlet, Kahoot, and Google Form. The results show that obstacles in online learning cannot be avoided. However, to overcome these obstacles, teachers can use other applications to provide and explain the material to students who are left behind, so the materials that have been determined in the curriculum can be delivered properly.

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Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus

Cited by 19 publications

References 0 publications

Factors Affecting Learners’ Participation through the Integration of Padlet in a Tertiary ESL Classroom

Factors Affecting Learners’ Participation through the Integration of Padlet in a Tertiary ESL Classroom

Tendencias de investigación de aula invertida con aprendizaje colaborativo: una revisión sistemática

The Learning of DaF Subject during the Covid-19 Pandemic: The Perspective of the Teachers

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