Flipped Instruction in CALL

2018 ◽  
pp. 1-14 ◽  
Author(s):  
Joy Egbert ◽  
David Herman ◽  
AiChia Chang
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Learning Environments ◽  
Theoretical Framework ◽  
Education Students ◽  
Optimal Learning ◽  
Flipped Instruction ◽  
Language And Culture ◽  
Teacher Education Students

Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments and student engagement. This chapter links flipped instruction to these two models to form a theoretical framework for CALL use. The chapter then briefly describes two CALL contexts in which this framework was implemented. The first is a short Mandarin course for teacher education students, and the second is an intensive ESL course that was part of a summer language and culture camp. Observations, student comments and actions, and course documents form the basis for this discussion. The chapter concludes by suggesting how flipped instruction might work in these and other CALL contexts; related issues are also addressed.

To Flip Or Not To Flip? That's Not The Question

2014 ◽  
Vol 4 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Joy Egbert ◽  
David Herman ◽  
Aichia Chang
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Learning Environments ◽  
Flipped Classroom ◽  
Optimal Learning ◽  
Flipped Instruction ◽  
Conceptual Paper

Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments (e.g., Egbert, Hanson-Smith, & Chao, 2007) and student engagement (Lin, 2012, and others). This conceptual paper links flipped instruction to these two models and then briefly describes an ESL teacher education course that involves U.S. pre-service teachers learning Chinese online as part of a flipped classroom. The paper concludes by suggesting how flipped instruction might work in other CALL contexts and related issues.

To Flip Or Not To Flip? That's Not The Question

2015 ◽  
pp. 1561-1571
Author(s):  
Joy Egbert ◽  
David Herman ◽  
Aichia Chang
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Learning Environments ◽  
Flipped Classroom ◽  
Optimal Learning ◽  
Flipped Instruction ◽  
Conceptual Paper

Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments (e.g., Egbert, Hanson-Smith, & Chao, 2007) and student engagement (Lin, 2012, and others). This conceptual paper links flipped instruction to these two models and then briefly describes an ESL teacher education course that involves U.S. pre-service teachers learning Chinese online as part of a flipped classroom. The paper concludes by suggesting how flipped instruction might work in other CALL contexts and related issues.

scholarly journals The Use of Ambisonic Audio to Improve Presence, Focus, and Noticing While Viewing 360 Video

2020 ◽  
Vol 13 (2-3) ◽  
Author(s):  
Richard E. Ferdig ◽  
Karl W. Kosko ◽  
Enrico Gandolfi
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Multiple Representations ◽  
Two Dimensional ◽  
Education Students ◽  
The Impact ◽  
Teacher Education Students ◽  
Visual Technologies

Research has provided evidence of the value of producing multiple representations of content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulations or 360 video). Users in old and new formats, however, still typically receive monophonic sound. A limited number of research studies exist that have examined the impact of combining three-dimensional sound to match three-dimensional video in learning environments. The purpose of this study was to respond to this gap by comparing the outcomes of watching 360 video with either monophonic or ambisonic audio. Results provided evidence that ambisonic audio increased perceived presence for those familiar with the content being taught, led to differentiation in what ambisonic viewers noticed compared to monophonic groups, and improved participant focus in watching the 360 video. Implications for the development and implementation into virtual worlds are discussed.

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

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