scholarly journals MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH

2020 ◽  
Vol 3 (2) ◽  
pp. 62-76
Author(s):  
Nurul Ainna Hashim ◽  
Nurliana Dalila Shaari
Keyword(s):  
Flipped Classroom ◽  
Classroom Teachers ◽  
Learning Approach ◽  
Flipped Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Fast Development ◽  
History Of ◽  
Lecture Session ◽  
Structured Questionnaire

Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices. Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom. Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges. Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast

scholarly journals FORMÁT VÝUKY PŘEVRÁCENÉ TŘÍDY V ON-LINE PROSTŘEDÍ V HODINÁCH HOSPODÁŘSKÉ ANGLIČTINY NA VYSOKÉ ŠKOLE

ACC Journal ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 88-101
Author(s):  
Tereza Havránková
Keyword(s):  
Flipped Classroom ◽  
Research Study ◽  
Learning Approach ◽  
Flipped Learning ◽  
English Classes ◽  
Language Classes ◽  
On Line ◽  
Approach To Teaching ◽  
Science Classes ◽  
The Impact

The flipped classroom model has been an appealing approach to teaching, primarily in math and science classes. However, several research studies have proven that the flipped classroom method can be successfully implemented in online language classes. This article presents a research study that aims to analyze the impact of the flipped learning approach on Czech university students in English classes. The first part of the study is dedicated to the goals and methodology of the research. The second section discusses the partial outcomes of the research.

scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

The Peer Instruction Flipped Learning Model

2016 ◽  
pp. 285-307
Author(s):  
Troy Faulkner ◽  
Jennifer Green
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Peer Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional Lecture

Peer instruction flipped learning blends the concepts of flipped classroom and peer instruction in order to maximize the strengths of both techniques. Peer Instruction, a student-centered learning approach developed by Eric Mazur of Harvard University, engages students in the learning process through small group discussions. Flipped classroom, credited largely to Jon Bergmann and Aaron Sams, reverses the roles of traditional lecture and “homework” in order to maximize student learning. This chapter discusses the research on peer instruction and flipped learning, the details of implementing the peer instruction flipped learning model, and the benefits of using a peer instruction flipped learning model. This chapter also details one high school's experiences with these strategies.

scholarly journals Affordances of Flipped Classrooms: Unveiling the Paradox of Basics and Key Principles of Flipped Learning

2021 ◽  
pp. 10-20
Author(s):  
Shashi Verma ◽  
Ritesh Kumar Tiwari ◽  
Lalit Singh
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Flipped Learning ◽  
Traditional Methods ◽  
Student Centered ◽  
Constructivist Inquiry ◽  
The World ◽  
History Of ◽  
Flipped Classrooms

The flipped classroom is an active, student-centered strategy that has been developed to enhance the quality of the classroom era. For many years up till now, language experts have been seeking better ways to teach and learn. Flipped learning in the classroom that spreads rapidly throughout the world is not well established. All through the history of teaching and learning, traditional methods have come and gone. Despite traditional methods, modern methods tend to be more of a student-centered, constructivist, inquiry-based one. "Flipped learning" is an eye-catching model that has recently become popular. This article seeks to provide perspectives into flipped classes: roles, processes, and step-by-step what really happens inside and outside! That is to attract attention to its potential in the education field and provide to make it recognize more by educators and researchers. To this end, it has been tried to clarify the benefits and constraints of what flipped classroom strategy is all about.

scholarly journals Assessment for Learning in the Chinese Context: Prospective EFL Teachers’ Perceptions and Their Relations to Learning Approach

2017 ◽  
Vol 8 (6) ◽  
pp. 1126 ◽  
Author(s):  
Zhengdong Gan ◽  
Fulan Liu ◽  
Chi Cheung Ruby Yang
Keyword(s):  
Assessment For Learning ◽  
Self Report ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach ◽  
Approach To Learning ◽  
Chinese Context ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Surface Approach To Learning

This study examines how prospective EFL teachers conceive of assessment for learning (AfL) practices and how these perceptions relate to their learning approaches. The study evaluated, in three teacher training universities’ in China, 692 prospective EFL teachers’ responses to a self-report instrument regarding assessment for learning practices and students’ learning approach. Results indicate a significant positive correlation between their perceived AfL experience and their tendency to adopt an achieving or deep approach to learning. Results also reveal that a surface approach to learning was negatively correlated to AfL experience, suggesting that in the Chinese university environment, the more AfL features incorporated into the classroom teaching and assessment processes, the less likely students adopt a surface approach to learning. This study also provides evidence of the potential differences in students’ responses to AfL as a result of different institutional environments. Implications of the results for addressing potential barriers to implementation of AfL in the Chinese context are also discussed.

scholarly journals Pengembangan Media Pelajaran Kelas Flipped Berbasis Animasi untuk Meningkatkan Pemahaman Konsep Kimia

2020 ◽  
Vol 5 (3) ◽  
pp. 387
Author(s):  
Margaret Pandaleke ◽  
Munzil Munzil ◽  
Sumari Sumari
Keyword(s):  
Conceptual Understanding ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Learning Approach ◽  
Flipped Learning ◽  
Development Research ◽  
Instructional Media ◽  
Average Value ◽  
Significant Difference ◽  
Validation Score

<p><strong>Abstact:</strong> The purpose of this study was to produce instructional media with classroom flipped learning approach and to find out the effectiveness of instructional media developed towards conceptual understanding. The product of the development research is instructional media with classroom flipped learning approach on thermochemistry and coligative properties in the form of an application program executable files (* .exe). This media has content validation score 74 which achieve a good kriteria. There is a significant difference in conceptual understansing between flipped classroom and traditional classroom with a significance value of the Mann Whitney test is 0.00. The average value conceptual understanding of flipped classroom and traditional classroom for are 73 and 62 respectively.</p><p><strong>Abstrak:</strong><em> </em>Tujuan penelitian adalah menghasilkan media pembelajaran dengan pendekatan pembelajaran <em>flipped classroom</em> dan mengetahui efektivitas dari media pembelajaran yang dikembangkan terhadap pemahaman konsep. Produk dari penelitian pengembangan ini adalah media pembelajaran <em>flipped classroom</em> pada materi termokimia dan sifat koligatif larutan dalam bentuk program aplikasi berupa file <em>executable</em> (*.exe). Media ini memiliki validasi konten dengan skor 74 yang masuk pada kriteria layak. Terdapat perbedaan yang signifikan pemahaman konsep antara <em>flipped classroom</em> dan kelas tradisional dengan nilai uji signifikasi uji <em>Mann Whitney</em> 0,00. Nilai rata-rata emahaman konsep <em>flipped classroom</em> dan kelas tradisional berturut-turut untuk p adalah 73 dan 62.</p>

scholarly journals Exploring a Flipped Learning Approach in Teaching Grammar for ESL Students

2017 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Chelster Sherralyn Jeoffrey Pudin
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Learning Approach ◽  
Flipped Learning ◽  
Esl Students ◽  
Classroom Activities ◽  
Learning Platforms ◽  
Entrance Test ◽  
Traditional Grammar ◽  
Teaching Grammar

In light of the recent implementation of MOOC, the world of academia has been abuzz about incorporating flipped learning as part of blended learning in the classroom. Educators have been experimenting and exploring with it using different approaches. Flipped learning is basically a pedagogical model which reverses classroom activities. Materials or contents are provided online (in learning management system or other learning platforms) and students will study the material prior coming to class. Therefore, classroom time can be used to engage in activities such as problem solving, discussion and analysis. This study set out to explore the effects of flipped learning approach in a grammar classroom through students’ perceptions on its effectiveness and feasibility. A total of 120 students with higher Malaysian University Entrance Test (MUET) were asked to complete a questionnaire which is then analysed through SPSS version 24. The analysis of the findings showed that most of the students were keen to learn grammar through flipped classroom as opposed to traditional grammar classroom. The findings of this study give ESL practitioners a better insight into students’ preference in learning grammar and ways to create better teaching through blended learning.

scholarly journals Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels

2020 ◽  
Vol 2 (3) ◽  
pp. 257-270
Author(s):  
MICHAEL JORDAN FULGUERAS ◽  
JUDY BAUTISTA
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Flipped Classroom ◽  
The Philippines ◽  
The Other ◽  
Learning Approach ◽  
Flipped Learning ◽  
Conventional Instruction ◽  
Significant Difference ◽  
Esl Learners

This experimental study investigated the effects of flipped classroom in enhancing critical thinking and reading comprehension levels of 212 senior high school ESL learners in the Philippines; half of which received the conventional lecture-discussion approach to instruction and the other half received flipped learning approach.  Both the control and the experimental groups were subjected to equal number of 15 instructional sessions.  In order to establish the baseline data for each group in the critical thinking variable and the reading comprehension variable, pretests were conducted and were subsequently compared to posttest results.  The t-test of two independent samples assuming equal variances was used to determine if there was a significant difference between the flipped classroom approach and the lecture-discussion approach with regard to enhancing critical thinking and reading comprehension levels.  Results reveal that in both approaches, there were improvements in the critical thinking levels and the reading comprehension levels of the respondents.  However, the results reveal that the respondents who received instruction using the flipped learning approach significantly outperform the respondents who received conventional instruction.

scholarly journals Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

2018 ◽  
Vol 26 (1) ◽  
pp. 3 ◽  
Author(s):  
Adrian Leis ◽  
Kenneth Brown
Keyword(s):  
Flipped Classroom ◽  
Learning Approach ◽  
Flipped Learning ◽  
Writing Proficiency ◽  
Japanese University ◽  
Individual Coaching ◽  
Experience Teaching ◽  
Quasi Experimental ◽  
Flipped Classrooms ◽  
Efficient Learning

<p>In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p &lt; .001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p &lt; .001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = .087, p = .77. These results suggest that regardless of a teacher’s experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher’s experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning.</p>

scholarly journals Saudi EFL Teaching Training Programmes: Teachers’ Perceptions and Needs

2018 ◽  
Vol 8 (11) ◽  
pp. 1407
Author(s):  
Fatimah Oudah ◽  
Sultan Altalhab
Keyword(s):  
Language Proficiency ◽  
Classroom Practices ◽  
School Level ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Teaching Aids ◽  
Efl Teachers ◽  
Training Programmes ◽  
Structured Questionnaire ◽  
Primary School Level

This study explores Saudi EFL teachers’ needs and perceptions towards training programmes in Saudi Arabia. The data were collected using a semi-structured questionnaire from a total of 215 EFL teachers; 10 of these teachers were also interviewed. The main findings revealed that Saudi EFL teachers have a positive attitude and view that training programmes meet their various needs, such as a need for programmes on English teaching aids; assessment and grading strategies concerning learners’ language proficiency; and programmes concerning classroom practices that implement activities to support language acquisition and development. On the other hand, the teachers showed a need for training programmes on teaching English at the primary school level, plus for training programmes with qualified and professional trainers and educators. The study concludes with some implications and recommendations based on the findings.

Sign in / Sign up

Export Citation Format

Share Document