scholarly journals Der Englischunterricht im digitalen Wandel. Der Einsatz von Erklärvideos.

2021 ◽  
Vol 21 ◽  
pp. 1-12
Author(s):  
Benjamin Ade-Thurow
Keyword(s):  
Flipped Classroom

Die Digitalisierung des Unterrichts hat im letzten Jahr deutlich an Bedeutung gewonnen. Gleichzeitig werden neue Unterrichtsformen relevant, die auch in post-Corona-Unterrichtszenarien umgesetzt werden können: die Verwendung von Erklärvideos. Diese sind in den gängigen Internetportalen zu allen erdenklichen Themen und auch für den fremdsprachlichen Unterricht Englisch zu finden. Doch nicht jedes Video ist gleich geeignet und der Einsatz unterliegt Qualitätsanforderungen auf fachdidaktischen, medienpädagogischen und technologischen Ebenen. Der Artikel beleuchtet daher verschiedene Aspekte aus diesen Disziplinen und zudem, wie kognitive Belastungen, die durch den Einsatz von Videos entstehen, reduziert werden können. Damit werden Grenzen und Möglichkeiten eines Einsatzes von Erklärvideos im fremdsprachlichen (Fern-)Unterricht aufgezeigt. Gerade in Zusammenhang mit dem Konzept des ‚ inverted/flipped classroom‘ und Unterricht unter den Bedingungen des Fernunterrichts, und auch für den Präsenzunterricht, ist die Auswahl oder sogar das eigenhändige Erstellen von geeignetem Material von großer Bedeutung. Verschiedene Kriterien eines guten Erklärvideos können identifiziert werden und werden im Beitrag näher dargestellt.

Efficacy of the flipped classroom to teach play therapy: A mixed-methods study.

2018 ◽  
Vol 27 (3) ◽  
pp. 146-156 ◽  
Author(s):  
Elisabeth A. Counselman-Carpenter
Keyword(s):  
Mixed Methods ◽  
Play Therapy ◽  
Flipped Classroom ◽  
Mixed Methods Study

Contribution of Learning Readiness to Group Discussion in University English Flipped Classroom

2019 ◽  
Vol 26 (4) ◽  
pp. 23-44
Author(s):  
Kyong-Hyon Pyo ◽  
Keyword(s):  
Flipped Classroom ◽  
Group Discussion ◽  
Learning Readiness

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

The experience of NUST MISIS in preparing students of Mining Institute on the flipped classroom technology of blended learning system

2019 ◽  
Vol 6 (17) ◽  
pp. 64-73
Author(s):  
O.M. Zinovieva ◽  
◽  
A.M. Merkulova ◽  
N.A. Smirnova ◽  
◽  
...  
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Classroom Technology ◽  
Learning System ◽  
Mining Institute

A Study on International Cases for Application of Flipped Classroom in Universities

2015 ◽  
Vol 11 (1) ◽  
pp. 115-137 ◽  
Author(s):  
Eun-young Kim ◽  
Youngju Lee
Keyword(s):  
Flipped Classroom

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

Sign in / Sign up

Export Citation Format

Share Document