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FLIPPING THE CLASSROOM: WHAT WE KNOW AND WHAT WE DON'T

  • January 2015
Authors:
Zamzami Zainuddin at Flinders University
Zamzami Zainuddin
Siti Hajar Halili at University of Malaya
Siti Hajar Halili
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Flipped classroom is an element of blended learning and it is the reverse of the traditional classroom. The students do not listen to the lectures delivered in the classroom but outside the classroom through online video lecture. The teachers record themselves explaining the subject or get videos from free website such as Youtube to share with students to be watched outside the class. The flipped classroom has several advantages; students become more motivated and confident while discussing in the classroom because they have prepared by watching video lectures before coming to class, the classroom activities become more student-centered rather than teacher-centered because the teachers just act as facilitators. However, some disadvantages are also found in the flipped classroom It is a new model of learning and not all teachers and students are ready to apply it. This paper will briefly explain the use of flipped classroom as a new model of teaching-learning activity.
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The Online Journal of Distance Education and e-Learning, January 2015 Volume 3, Issue 1
www.tojdel.net Copyright © The Online Journal of Distance Education and e-Learning 15
FLIPPING THE CLASSROOM:
WHAT WE KNOW AND WHAT WE DON'T
Siti Hajar Halili, Zamzami Zainuddin
Department of Curriculum & Instructional Technology
University of Malaya, Kuala Lumpur
ajai912@gmail.com
ABSTRACT
Flipped classroom is an element of blended learning and it is the reverse of the traditional classroom.
The students do not listen to the lectures delivered in the classroom but outside the classroom through
online video lecture. The teachers record themselves explaining the subject or get videos from free
website such as Youtube to share with students to be watched outside the class. The flipped classroom
has several advantages; students become more motivated and confident while discussing in the
classroom because they have prepared by watching video lectures before coming to class, the
classroom activities become more student-centered rather than teacher-centered because the teachers
just act as facilitators. However, some disadvantages are also found in the flipped classroom It is a
new model of learning and not all teachers and students are ready to apply it. This paper will briefly
explain the use of flipped classroom as a new model of teaching-learning activity.
Keywords: Blended learning, Flipped classroom, Teaching and learning activities, Student-centered.
1. INTRODUCTION
Technology plays a very important role in reforming education from conventional to technology-based learning. The
significant growth of technology in education has replaced the traditional learning such as using the blackboard and
chalk in explaining the subject to technology-based learning such as doing homework on the laptop, internet, or tablet
(Evans, 2011). Living in the current digital age enables everyone to easily access the learning materials anytime and
everywhere using technology tools (Fu, 2013). Therefore, it has facilitated intensive communication among learners as
well as between learners and the instructor whether in the classroom or outside. Adam and Nel (2009) stated that in
establishing two way communications between teachers and learners, some technology tools have been applied and
adapted in education.
Although technology has been widely applied in education, the significant role of the traditional classroom cannot be
ignored. The traditional learning such as physical attendance to the classroom is very important for face to face
interaction (Raths, 2014). Therefore, blended learning comes as one approach that combines the traditional classroom
with technology-based learning. Blended learning does not ignore the traditional learning because it applies both face to
face interaction in the classroom and online multimedia technology outside the classroom (Fearon, Starr, &
McLaughlin, 2011). Blended learning is a model of teaching-learning with technology-assisted; it blends a traditional
learning with technology-based learning (O’Connor, Mortimer, & Bond, 2011).
Blended learning is a general scope of teaching-learning model. According to Staker and Horn (2012), there are four
models of blended learning and the flipped classroom is one element of rotation model in blended learning.
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Figure 1: Blended learning models (Staker & Horn, 2012)
One element of blended learning well-known as being applied in the current time is the flipped classroom. This model
is the contrary of traditional learning; students do not listen to the traditional lecture in the class but receive video
instruction outside the class Bishop and Verleger (2013) stated that flipped classroom is a new model of learning that
developed under the blended learning model, where students will not listen to lectures in the classroom but at home. In
flipped learning, the lecture video is shared by the instructor as a learning activity outside the classroom. The traditional
classroom lecture will be moved to the video which allows students to watch and repeat it several times as needed.
Hamdan, McKnight, McKnight, and Arfstrom (2013) stated that online video lecture helps students watch learning
material everywhere outside the classroom and they can repeat as many times as necessary. This paper will briefly
explain the use of flipped learning or flipped classroom as a new model of teaching-learning activity.
2. FLIPPED CLASSROOM
The Flipped classroom had its roots in the development of technology from one century to another. Technology
movement began with the printing press in the thirteenth century until the invention of the World Wide Web (WWW) in
the twentieth century (Bishop & Verleger, 2013). In 2001, Massachusetts Institute of Technology (MIT) took the first
step by designing Open Course Ware or Open Educational Resources (OER) and providing learning resources such as
text books and videos; this step has influenced the emergence of flipped learning several years later(Bishop & Verleger,
2013). In 2006, Salman Khan as the alumnus of MIT continued the program of MIT (Open Course Ware) with the
establishment of Khan Academy; he provided more than 3200 videos from different fields of study for free online
access (Bishop & Verleger, 2013). According to McDowell (2010), Khan Academy is a non-profit organization to serve
education in the world and his mission is “providing a high quality education to anyone, everywhere.” Ani (2013)
mentioned that at least 3,300 videos at Khan Academy have been accessed more than a hundred million times.
In 2007, two high school teachers in Colorado, Jonathan Bergmann and Aaron Sams tried to record the lecture video for
supplemental students’ learning materials. Their practice in recording the lecture video would grow and today is called
Flipped classroom (Raths, 2014).Their idea came from their difficulty finding the time to re-teach lessons to their
students who were sick, absent or could not attend class. With a budget of only USD50, they tried to record their own
video and post edit online for students; finally all students whether they were sick or not started accessing the flipped
lecture video at home for review and reinforcement (Tucker, 2012).Once Bergman and Samm posted their lecture video
online, other students and teachers throughout the world were inspired to begin using the flipped learning and nowadays
it continues to evolve, and is developed and modified by teachers and university lecturers (Tucker, 2012).
Flipped classroom is the reverse of the traditional classroom and it is also called the reverse classroom. Students follow
the lectures outside the classroom with the instruction of video and do interactive discussion while in the class (Bishop
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& Verleger, 2013). Bergmann and Sams (2014) stressed that the flipped learning model established less lecturing and
more activity in the classroom; group activity was usually conducted in the flipped classroom to build an interactive and
active learning. The learners have a great time to exchange and elaborate their idea during the class discussion. Two
strong elements in the flipped classroom are using technology media as the instruction of learning while outside the
class and establishing interactive and communicative learning while inside the class (Zappe, Leicht, Messner, Litzinger
& Lee, 2009). Therefore, both inside and outside the class activities are very effective for the student learning process.
Because of its new model and because it brought a new atmosphere in teaching and learning, the flipped classroom
began to be applied by many teachers and lecturers worldwide. Bergmann and Sams (2014) stated that nowadays the
flipped learning becomes an instructional method that begins to be applied in schools throughout the world. The flipped
classroom is very flexible to be adopted whether by teachers or lecturers. It can be applied to any level of education, but
it depends on the learners, resources and time available (Milman, 2012).
3. ADVANTAGES OF USING FLIPPED CLASSROOM
Flipped classroom offers many benefits. It will save the time of students’ listening to lecture in the classroom because
they can watch the lecture on video at home. Classroom activity will be used to solve problems and hold discussions. In
the flipped classroom students watch the video lecture at home which replaces live instruction in the classroom and
while in the classroom they do more interactive and active activity such as working with peers (Cohen & Brugar, 2013).
Therefore, as stated by Milman (2012), the flipped classroom will save the students’ and teacher’ time; valuable time
can be used in the classroom for discussing rather than listening to the lectures. The flipped classroom will make for
more efficient instruction and activity during classroom hours and because students have already prepared learning
materials before coming to the class, they have to be responsible for their own learning and the teacher will act as a
facilitator to guide more in learning rather than teaching. Zappe et al. (2009) stated that the Flipped learning will save
students’ time to learn actively, classroom activity will not sacrifice valuable time needed by students to cover the
content. Moreover, flipped classroom will make students more motivated and confident in the classroom because they
have already prepared their learning while outside it (Hamdan et al., 2013).
According to Fulton (2012), advantages of applying flipped learning include: students will move at their own pace,
teacher will be able to know students’ difficulties in doing the homework in the class, the teacher can easily update the
curriculum and provide it depending on learner needs, the activity in the classroom is more effective and active, teacher
can easily observe students’ interest and they will use the technology tools as the appropriate learning media in the 21st
century. While according to Driscoll and Petty(2013), with the guidance of technology media, the students will be more
autonomous in learning activity and the lecturer will act as a facilitator and motivator.
Bergmann, Overmayer, and Willie (2011) mentioned that there are three of most applicable Flipped learning for
students: the activity of learning will continue not just in the classroom, the content of learning will be designed
according to students’ need and the student-lecturer interaction can increase. Students will prepare to study hard outside
the class, while in the class they will perform in discussion (Overmyer, 2012). Millard (2012) explained five reasons to
benefit from flipped learning: focuses on classroom interactive discussion, provide teacher freedom, teacher can
establish personal communication with students regarding the subject, homework and any other progress, establish a
strong team work and increase student engagement.
Cohen and Brugar (2013) stated four advantages of flipped learning: students will take responsibility for their own
learning, they can watch and repeat the online video lecture as necessary, students and teacher establish personal
interaction whether inside or outside the classroom and the instructor provides personal instruction. Schmidt and Ralph
(2014) stressed that students will be ready to solve the problem and investigate the solution in the class because they
have already prepared at home by watching the online video lecture before coming to class.
The flipped classroom has a variety of ways to apply for teaching-learning activity (Schmidt & Ralph, 2014). The
lecturer should be creative in designing the teaching-learning process, use any kinds of media for the outside class
interaction, and share videos related to students’ learning. The flipped classroom is one model that makes students more
active and interactive both in the classroom and outside it. When teachers apply Flipped learning, it means that they
apply active learning. Active learning has been stressed by many educational theorists over the last century such as
Dewey (1938); Kolb (1984); and Slavin (1995). Therefore, it is not something new as a learning approach in education.
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18
According to Nichols (2012), in the flipped classroom, the students have time to review the subject, the students who
cannot attend class will obtain the materials of learning, the students do not need to do homework and actively work,
discuss and solve problems in a group. For the teachers, he stated that the lecturer acts as a facilitator who facilitate the
learners with more practice, the lecturer involves in students’ learning activity or acts equal with the students and they
always connect with their students both inside and outside the class.
The following schema presents the distinction between the flipped classroom and traditional classroom; the flipped
classroom shows more advantages than the traditional classroom.
Figure 2: Comparison between Flipped and Traditional classroom (Nichols, 2012)
4. THE DISADVANTAGES OF USING FLIPPED CLASSROOM
Flipped classroom is a new model that is applied in the teaching-learning process and not all teachers are successful in
applying it. Flipped learning becomes a challenge for the beginners or for those applying it the first time. Collins (2011)
stated that those who start applying a new model in teaching usually face a challenge even after they are already well-
prepared. Usually the teachers have a great spirit in shifting traditional learning to flipped learning, but the students are
not ready for this change. When teacher is very enthusiastic in applying the flipped classroom, students will react
negatively and not all of them want to watch the video outside the class (Raths, 2014).
Besides that, teacher has to spend much time not only to teach students in the class but also outside the class, also to
design or look for the best video to be shared with students (Bergmann & Sams, 2014). It is very difficult for the teacher
who applies the flipped learning the first time because of unfamiliarity with the activity of teaching-learning inside and
outside the class. Since the teachers will act as facilitators they need to spend more time controlling the students. More
time will be spent by the teacher to design good learning materials to make students interested in learning outside the
class.
Enfield (2013) stated that if the learning instruction is not interesting, it will make students not interactive in learning.
He also stated that in the flipped classroom, the teacher needs money to produce the material. Milman (2012) stressed
that poor quality of video becomes the problem in flipped learning. Milman (2012) also stated that students with
Flipped Classroom Traditional Classroom
Teacher instructs
Students take notes
Students follow guided
instruction
Teacher give assessment
Students have homework
Teacher instructs lesson
at home (Video/ podcast/ book/
website)
Students work in class.
Deeper understanding of
concept, application, and
connections to content are
made
Students receive support as
needed.
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learning disabilities will have problems with flipped learning. Therefore, flipped classroom is not supported to be
applied for disabled students.
5. USING ONLINE VIDEO LECTURES IN FLIPPED CLASSROOM
A large percentage of internet users in different world regions showed how the internet grew fastest in the world and
accessing online vides becomes easier for everyone. In 2013 the access of online video by adult Americans increased
from 69 percent in 2009 to 78 percent in 2013, most of them accessed YouTube video (DeCesare, 2014). Sife (2013)
declared that in the beginning of 2012, there were more than 2 billion internet users in the world.
Many researchers and educators argue that the flipped classroom is synonymous with using technology media as the
instruction of learning and specifically video which replace traditional lecture in the classroom (Overmyer, 2012). In
flipped learning, the video provided to students can be recorded by the teachers themselves or adopted from free
websites. There are many educational videos provided on the free sites such as YouTube, TED-Ed, and Khan Academy
(Raths, 2014). Ash (2012) also stated that in sharing the online video course, the lecturer can record his or her own
video, also the video provided on free websites can be used by lecturers for students’ learning activity outside the
classroom, especially the video on sites such as YouTube EDU, Khan Academy, and PBS.
Students are allowed to watch online video lectures anywhere outside the classroom. At any convenient place and time,
students can watch the video (Hamdan et al., 2013).The lecturer should pay attention with the common criteria of online
video lecturers in the flipped learning. Evans (2011) suggested the tips for flipped video, by stating that the video
should be short, including picture, animation and humor; every content on the video should excite students. Bergman
and Sams suggested that the flipped online video lecture should be interactive and short. Raths and Graham Johnson
also suggested that the long video should break up into sections with interactive elements (Raths, 2014). Raths (2014,
p. 19) “That means for a 4th grader, your videos should be no longer than four to six minutes; and for a 10th grader, that
means 10- to 15-minute videos.”
In the first beginning of applying the Flipped classroom, sometimes teachers face the obstacle that not all students want
to watch the flipped video outside the class. To solve this problem, Raths (2014) suggested that when the students do
not watch online lecture video outside the class, the lecturer should avoid explaining the lecture already shared on the
video, this way will help students to watch the video at other times. Teacher should give quizzes regularly to make the
students watch the video (Enfield, 2013). Another problem faced in the flipped classroom is the assumption that the
flipped classroom is difficult to be applied in areas with limited internet access because students will have obstacles in
watching the video. This assumption is not true; the flipped classroom can be applied even in such areas. As an
alternative, the teacher can burn DVDs for sharing with students (Raths, 2014).
Although the video is an important tool in the flipped classroom, teacher should not only focus on the video and ignore
other significant activity in the flipped classroom such as teacher and student interaction outside the class, students’
interactive activity inside the class and teacher’s role as a facilitator in teaching-learning activities. Tucker (2012) stated
that flipped classroom is not only instructional videos used for students’ learning activity, but also use all integrated
approaches to make the flipped learning comfortable for teaching and learning. Flipped classroom not only focuses on
how to use the video lessons, but also how teachers interact with students inside or outside the class (Sams &
Bergmann, 2013).
6. CONCLUSION AND POTENTIAL FUTURE RESEARCH
Students of the current era are more engaged with technology than the previous generation. The hope is that
with the development of technology, education also developed and technology can be used as a source to facilitate the
teaching-learning process. Flipped classroom as an element of blended learning is a new model applied in current
education and it becomes an alternative model to develop the quality of teaching and learning. The learning process will
take place not only in the class but also outside it; students will take responsibility for their own learning and learn at
their own pace. For the future research in the flipped classroom, the writer suggests that researchers implement the
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flipped classroom in areas with limited internet facilities. As Raths (2014) mentioned, although there is a limitation of
internet access to share the online video lectures with learners, the DVD can be used as an alternative tool for video
sharing. Experimental research can be conducted with other subjects that interest the researcher. By using an
experimental class and control class one can investigate how effective the application of flipped classroom is compared
to the control or traditional classroom.
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Chapter
  • Aug 2023
This study is set to explore flipped classroom method in Kazakhstan higher education. Teachers from eleven universities participated in the survey. Observation, questioning, counting, and comparison were used as the main research methods. The results are reported with respect to distribution of the flipped classroom method in the system of higher education in Kazakhstan, along with the influence of social factors on the use by teachers of the flipped classroom method, areas of knowledge, where the flipped classroom method is used for teaching in the higher education of Kazakhstan, the main reasons for using the flipped classroom method in the universities, the main reasons for not using the flipped classroom method in Kazakhstani universities, as well as description of difficulties in using the flipped classroom method. The results of our study can be beneficial for educators and researcher to guide their future studies on flipped classroom, especially their design and implementation.KeywordsFlipped classroomKazakhstanHigher educationDigital competence
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... The learning climate has a direct impact on an individual's attitude toward performance (Herguner et al., 2020;Lee, Qu, & Kim, 2007). Self-regulated learning (SRL) is a notion in which students are actively involved in and accountable for their learning process, as well as competent, selfaware, and able to choose their own learning style (Halili & Zainuddin, 2015). SRL was shown to have a considerable impact on academic performance and learning performance across several studies. ...
Online Learning Stress as A Moderator Between Learning Readiness, Learning Attitude, and Learning Students' Mental Psychological Performance: A Covid-19 Perception-Based View
Article
Full-text available
  • Jul 2023
After experiencing the COVID-19 pandemic, educational institutions have to shift their academic activities from manual to the online pattern. Online academic activities may cause attitudinal and behavioral changes in students' learning patterns. With the support of self-determination theory, the present study attempts to determine the role of the online learning climate in students' performance. In addition, the current study also tries to determine the impact of the online learning climate on students' learning readiness and learning attitude. Moreover, this study also attempts to determine the mediating role of learning readiness and learning attitude in the relationship between online learning climate and students' performance. To determine the moderating role of online learning stress in the relationship between learning reediness and student performance and between learning attitude and student performance is also an important objective of the current study. For empirical investigation, this study collected the data from 426 sports online learning students of different universities in China. The present study applied partial least square structural equation modeling for empirical analyses using Smart PLS software. The present study's findings acknowledge that online learning climate did not directly influence students' performance; however, online learning climate has positive associations with learning readiness and learning attitude, respectively. Additionally, the present study's outcomes confirm that learning readiness and learning attitude positively mediate the relationship between online learning climate and students' performance, respectively. The present study's findings also revealed that online learning stress negatively moderates the relationship between learning readiness and student performance but does not moderate the relationship between learning attitude and student performance. The present study's findings also offer essential practical, theoretical, and managerial implications.
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... The versatility required by thriving organisations in the 21 st century suggests that students must be trained to be self-propelling, creative and adaptable to a fast-changing world. In educational settings, flipped classroom pedagogical strategies empower students to learn concepts outside of the classroom through watching pre-recorded lectures, engaging in virtual laboratories, videos or reading materials and then using the allocated classroom time to apply that knowledge through collaborative, hands-on activities (Bishop & Verleger, 2013;Halili & Zainuddin, 2015). Using mobile virtual reality (MVR) in natural sciences learning can enhance this approach by providing students with immersive, interactive experiences that deepen their understanding of abstract or complex concepts when they autonomously study course materials. ...
AN EVALUATION OF FLIPPED CLASSROOM PEDAGOGY IN NATURAL SCIENCES LEARNING USING MOBILE VIRTUAL REALITY
Conference Paper
Full-text available
  • Jun 2023
Integrating advanced learning technologies (ALT) like virtual reality in science classrooms has become an imperative goal in preparing learners for future ways of learning and careers. This ideal, therefore, has implications for teacher training and development. This paper evaluates flipped classroom pedagogy in Natural Sciences (NS) learning with mobile virtual reality (VR) applications. One of the main setbacks of introducing mobile virtual reality (MVR)-enhanced learning in educational settings is the need for more knowledge of sound instructional/pedagogic strategies for facilitating their adoption. The study therefore aimed at exploring techniques within a flipped classroom model that saw the integration of MVR technology in NS learning. 95 Natural Sciences students (in a teacher training program) were conveniently sampled to participate in the study. Data were collected from the qualitative analysis of student pre-lesson plans, video analysis of flipped classroom interactions and quantitative analysis of post-flipped learning quiz scores. Students worked in groups of five to interact asynchronously with MVR applications using cellphones and cardboard VR headgear to generate their own pre-lesson plans and concept maps for the actual contact class session. The analysis of these high-end lesson sequences showed that students' awareness of flipped roles compelled them to collaborate more, be creative, and change their approach to problem-solving. Aspects like knowledge sharing and pre-planning of questions for the instructor were also prompted by the experience. Higher-order thinking skills (HOTS) were developed holistically from the flipped learning experiences. Students also showed that more time spent engaging with MVR technology and the content led to deeper learning and better achievements in learning tasks. Challenges of the flipped pedagogy included more planning time, incompatibility of some mobile phones to MVR applications, fear of presentation and peer criticism. From the findings, some recommendations and implications related to autonomous learning and the development of HOTS in relation to flipped classrooms for science students' learning are also discussed in this paper.
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... The most important aspect of an FC environment is the retrieval of time that is normally spent teaching in the classroom (Bergmann and Sams, 2014). Flipped learning enables the educational system to shift from a teachercentered learning environment to a learner-centered one (Awidi and Paynter, 2019;Gündüz and Akkoyunlu, 2019), where teachers present the course outside the classroom, which allows educators to dedicate class time to students working with peers, interacting with the learners or in groups to work on in-class activities (Halili and Zainuddin, 2015;Kovach, 2014;Kushairi and Ahmi, 2021). ...
Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education
Article
Full-text available
  • May 2023
During the COVID-19 pandemic, the flipped classroom (FC) approach has been a prominent teaching and learning strategy. Despite its popularity, few studies have been undertaken to effectively measure student learning experiences in an FC learning environment. The purpose of this study is to assess the content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale, which is used to measure student learning experiences in a flipped classroom (FC) in the Saudi Arabian higher education environment. The content validity of the eight-dimension scale was examined using the three-tier methodology, including the content validity ratio (CVR) technique, based on the evaluations of selected experts in the field and factor analysis methodology. The results showed that 31 of the 32 items were accepted, with only one item being denied. The findings suggested that this instrument has a strong potential for usage as a valid scale to evaluate the quality of FC teaching and learning among higher education students.
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Self-Assessment and Learning Outcome Evaluation of Interior Architecture Students Using Flipped Versus Traditional Classroom Education Models
Article
Full-text available
  • Nov 2023
The aim of this present study is to determine the self-evaluation of learning outcomes of students using flipped classroom versus traditional learning education models in the senior year (fourth year) interior architecture students. This research was conducted for one full semester of senior year interior architecture graduate students, which takes 14-weeks of a time period each lasted 6 hr of a week which makes a total of 84 hr for a semester. Two different education models were used for a one-semester course for a total number of 112 students. The students were all informed about flipped and traditional educational models prior to the class selection. The groups were designated by the students’ education model choice. Class A was 57 students who attended to the flipped classroom model and Class B were 55 students who attended to the traditional lecture-based education Both courses have the same credit. The GPA scores of flipped classroom attendees were found to be higher than the traditional class GPA score rates. The student evaluation forms were determined to be better in the flipped classroom. The change of students to using flipped classroom from the traditional method leads to a student-centered education instead of teacher-centered education.
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The Effect of the Flipped Classroom Model on Improving Student Speaking
Article
Full-text available
  • Jun 2023
This study aims to investigate the application of the flipped classroom learning model to influence class-A students' English speaking skills in the English Literature Study Program at Pakuan University, Bogor. This research uses action research. Action research is included in the scope of applied research (applied research) that combines knowledge, research, and action. This type of research employs classroom action research with 30 students in class A during the odd semester of 2022/23 enrolled in Speaking III. The collection of data was conducted with the use of speaking tests and observation sheets. Analyzing the data, an average score of 83% of students who had problems with speaking because they did not reach the passing standard value established in the lecture contract, and only 17% of students who were able to achieve the passing grade standard were obtained in the pre-action phase. The cycle I graduation rate increased to 46%; in cycle II, 100% of students achieved the standard passing score. The results of this study indicate that the flipped classroom learning model can influence students' English speaking skills. Abstrak Penelitian ini bertujuan untuk mengetahui apakah penerapan metode flipped classroom dapat meningkatkan kemampuan berbicara menggunakan Bahasa Inggris mahasiswa kelas A prodi Sastra Inggris Universitas Pakuan Bogor. Penelitian ini menggunakan penelitian tindakan. Penelitian tindakan termasuk dalam ruang lingkup penelitian terapan (applied research) yang menggabungkan pengetahuan, penelitian, dan tindakan. Penelitian ini menggunakan penelitian tindakan kelas dengan subyek penelitian adalah siswa kelas A mata kuliah Speaking III pada semester ganjil 2022/2023 sebanyak 30 mahasiswa. Pengambilan data dilakukan dengan menggunakan tes speaking dan lembar observasi. Data tersebut dianalisis dan diperoleh skor rata-rata pada pratindakan sebesar 83% mahasiswa yang menunjukkan mengalami masalah dalam speaking karena tidak mencapai nilai standar kelulusan yang ditetapkan di kontrak perkuliahan dan hanya 17 % mahasiswa yang dapat mencapai standar nilai kelulusan, kemudian siklus I mengalami peningkatan dengan tingkat pencapaian kelulusan mahasiswa sebanyak 46%, selanjutnya pada siklus II diperoleh hasil sebanyak 100 % mahasiswa mencapai standar nilai kelulusan. Dari hasil penelitian ini dapat disimpulkan bahwa metode flipped classroom dapat meningkatkan kemampuan berbicara menggunakan Bahasa Inggris mahasiswa.
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Teaching speaking skills through flipped classroom model: EFL students' autonomy, willingness to communicate, and anxiety
Article
  • Jan 2023
The effects of teaching speaking skills through the Flipped Classroom Model on English as a Foreign Language (EFL) students' autonomy, willingness to communicate, and anxiety while speaking English are examined in this study. With a quasi-experimental design, one control group (n = 27) and one experimental group (n = 28) were created for the quantitative phase of the study. The participants were pre-tested at the beginning of the term with three scales, including learner autonomy, willingness to communicate, and L2 speaking anxiety. After ten weeks of treatment in the experimental group, both groups were post-tested at the end of the term. In the qualitative phase, the students' ideas about their experience with flipped learning were gathered with four open-ended interview questions at the end of the intervention. Quantitative data were analyzed with SPSS 21.00. Paired sample t-tests and independent sample t-tests were run to test the effectiveness of the intervention. Qualitative data were analyzed manually through thematic analysis. The results of this study indicated that if implemented well in L2 speaking classes, the Flipped Classroom Model could significantly increase EFL students' autonomous learning and willingness to communicate. Moreover, it could considerably lower EFL students' speaking anxiety. Compared to the traditional classroom model, flipped learning provides various advantages to English language learners, especially those who aim to develop their speaking skills. Therefore, this model could be implemented in EFL-speaking classes to increase students' exposure to English both in and out of the classroom.
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Peer Response in Second Language Writing
Chapter
  • Nov 2012
‘Peer response’ refers to the use of learners as sources of information and interactants for each other in such a way that learners assume role and responsibilities normally taken on by a formally trained teacher, tutor, or editor in commenting on and critiquing each other's drafts in both written and oral formats in the process of writing. Keywords: language teaching; second language acquisition; writing
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An insider's view to meeting the challenges of blended learning solutions
Article
  • Dec 2011
When it comes to blended learning, there is so much available and so many possibilities that it can seem overwhelming. Some organizations shy away from trying anything in case it fails. Instead of holding back, look at your first experience with blended learning as an opportunity to learn and you'll find that the benefits will far outweigh any difficulties encountered along the way. Don't be afraid to ask questions; better yet, partner with a provider that has more experience and can help. As the learning and development field moves further along on the learning curve, the quality and effectiveness of blended learning solutions keep improving.
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The Flipped Classroom: A Twist On Teaching
Article
  • Jan 2016
The traditional classroom has utilized the “I Do”, “We Do”, “You Do” as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses “You Do”, “We Do”, “I Do” instead. Homework, inquiry, and investigation happen in the classroom. At home students participate in preparation work including watching videos, PowerPoint’s, and completing readings. After completing the preparation work, students arrive in class ready to start solving problems, analyzing text, or investigating solutions. The flipped classroom is fairly new in the teaching field as a strategy for teaching. It has been used by teachers from elementary school to graduate school. As with most strategies, the flipped classroom has a variety of ways to implement in the classroom. This article is a case study of the flipped classroom. It reviews and provides research on the implementation of the flipped classroom. In addition, the article provides a variety of implementation methods and tools to be utilized in a flipped classroom. As with all teaching strategies there are advantages and disadvantages to the flipped classroom which are explained as well.
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Graduate students' perspectives on the meaningful nature of online discussions
Article
  • Jan 2008
This study investigated graduate students' perceptions of the online collaborations and the factors that contribute to the quality of online discussion with a qualitative case study. Data were collected through interviews with 20 graduate students in an online course, their online discourse, and the instructor's observation notes. The case study found out that manner of response, size of the group, and the topic of discussion in the online discussions were identified by the students as the important factors that determined the quality of online discussions. From students' perspective, this study helped identify patterns in which online discussion is conducted in conjunction with course context and individual characteristics for enhancing learning growth. Knowledge of such patterns can facilitate new designs and improvement of online collaborative learning.
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Student-Driven Education with Flipped Learning and 20-Time
Article
  • Jan 2013
Educators from a wide-range of K-12 settings have begun implementing a variation of blended instruction commonly referred to as flipped learning. This typically refers to shifting direct instruction online through screencast videos, therefore enabling more authentic and collaborative classroom experiences. Some suggest that not only is the direct instruction flipped, but also the ownership of learning from the teacher to the student. An example of how Flipped Learning opens up opportunities for personalized, inquiry-based learning is the emergence of 20-Time. These 20-Time projects, largely influenced by research on cognition and emerging business world practices, aim to foster creativity and higher-order thinking by tapping into students' intrinsic motivations. Flipped learning and 20-Time projects are emerging as innovative and practical ways for K-12 educators to develop and implement effective, student-centered blended learning environments.
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Using contemporary topics and Internet resources to stimulate student-centred learning
Article
  • Oct 2010
In this paper we describe how we fostered learning by modifying an existing course which covered topics relevant to biosciences. This course was offered predominantly to first year undergraduate science, biomedical science and environment students. The students were trained to find reliable scientific information via computer searches, and shown ways to use and cite references. Small teams of students used Internet resources to find, evaluate and summarise information for 15 minute PowerPoint presentations. An initial lack of confidence in presentation ability improved significantly over this period. The students identified the computer workshop format, the presentations and the interesting lectures as outstanding course features. The structure facilitated student-centred learning by providing interdisciplinary research topics that were considered interesting, relevant and authentic. The learning environment supported the diversity of abilities and interests of the students. Other positive student outcomes were the formation of friendships, a broadened interest in science, discovery of possible career paths, and greater confidence in their ability to find good references. The provision of computers with Internet access in the students' workshops changed the previously tutor-led approach to a student-centred format, ideal for ensuring active learning. The choice of interesting, multidisciplinary topics and lecturers also helped mitigate the possible negative effect of a student cohort drawn from diverse disciplines.
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