Flipped Learning is a pedagogical approach that provides students with more time in class to practice or engage in dynamic tasks in order to promote active learning. Although many studies around the world have studied its effectiveness and impact on academic performance, few have explored students’ perceptions of this approach. This case study was carried out in order to explore students’ perceptions of activeness during the implementation of a Flipped Learning approach. The participants were 84 students from a state university in Colombia who were taking English as a complementary subject as part of their undergraduate degree programs. Students were exposed to this approach during a 16-week period in which they carried out different pre-class, during-class, and post-class activities. Data collection instruments were designed based on the first three pillars of the approach (Flexible Environment, Learning Culture and Intentional Content). Data were collected through immediate feedback, a questionnaire, and a focus group interview, and were then analysed in light of these three pillars. The data indicated that students felt there was more engagement, their voices were heard, they felt increased ownership of their learning, and they demonstrated a positive opinion towards collaborative work. Key words: Flipped Learning, Active Learning, Activeness, ELT, perceptions.
Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students
