Use of Flipped Classroom Technology in Language Learning

Abstract

The flipped classroom as a key component of blended learning arouses great interest among researchers and educators nowadays. The technology of flipped classroom implies such organization of the educational process in which classroom activities and homework assignments are reversed. The present paper gives the overview of the flipped classroom technology and explores its potential for both teachers and students. The authors present the results obtained from the experience of the flipped classroom implementation in the language classroom. The study shows that the use of the described technology in the learning process enhances students’ motivation and improves their academic performance

Implementation of English flipped classrooms: Students’ perceptions and teacher’s reflection

“…Same ideas from other research (Morgan, 2014;Evseeva & Solozhenko, 2015;Yu &Wang, 2016) are pointed out that flipping helps to increase academic achievement. Particularly, students are highly motivated with videos, which are different from monotonous traditional lessons, and they can monitor their own learning speed.…”

“…Evseeva and Solozhenko (2015) also gave the results showing that flipped classroom technology helps to enhance students' motivation and improve their academic performance. Later, Webb & Doman (2016) together carried out a mixed-method quasi-experimental design to assess learning outcomes at two institutions in Macau, China and the US.…”

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

“…The first set of scholars focuses on the learners' perceptions of and satisfaction with engaging in a flipped pedagogic environment and includes educator perceptions of their flipped teaching practices. These studies primarily involve the administration of validated scales (Hao, ; Hao, ; Hao & Lee, ; Koo et al, ; Sohrabi & Iraj, ) to measure levels of satisfaction, general surveys to gauge qualitative experiences (McCarthy, ; Rodriguez, ; Schmidt & Ralph, , Evseeva & Solozhenko, ), and interviews (Hall & DuFrene, ; Nguyen, Yu, Japutra, & Chen, ). The second category of research publications focuses on actual student performance within their flipped learning environment and explores whether or not flipped learning pedagogy results in significant increases in learners' academic grades.…”

Dönüştürülmüş Sinif Uygulamalarinin Alanyazina Dayali İncelenmesi̇

“…Bu temaların altında ise Tablo 1'de görülen kategorilere yer verilmiştir. Eğitimde yenilenen bir yaklaşım olarak nitelenen dönüştürülmüş sınıf, en genel tanımıyla öğrenenin sınıf dışı zamanında ders içeriklerini öğrenmesini, sınıf içi zamanında ise uygulama ve ödev yapmasını öneren pedagojik bir yaklaşımdır (Bliemel, 2014;Canuel ve Duffy;Conry ve See, 2015;Chen, She, Kameda ve Ohno, 2014;Demiralay ve Karataş, 2014;Evseeva ve Solozhenko, 2015;Ford, 2014;Gaughan, 2014;Görü Doğan, 2015;Kong, 2014;Nerguizian, Mhiri, Mounier, Lemieux ve Dahmane, 2014;Obradovich, 2015;Temizyürek ve Ünlü, 2015). Tanımlar birbirinden az da olsa farklılık göstermekle birlikte, uygulamalar ve yaklaşımlar açısından farklılıklara rastlanmaktadır.…”

“…Destekleyici harmanlanmış öğrenme modelleri geleneksel yöntemleri destekleyerek ve geliştirerek öğrenme olanağı sağlayan modellerdir. Dönüştürülmüş sınıflar öğrenmeyi sınıf dışına da taşıyan, geleneksel modelin dışında bir harmanlanmış öğrenme modelidir (Evseeva ve Solozhenko, 2015). Baepler, Walker ve Driessen'e (2014) göre, dönüştürülmüş sınıflar harmanlanmış öğrenme içerisinde önemli bir role sahiptir.…”