A Flipped Learning Approach to University EFL Courses

This chapter reports on a research project in a university English as Foreign Language program in Japan that explored ways to sustain active participation in e-learning tasks that were intended to improve students' scores on the Test of English for International Communication (TOEIC). A flipped learning (FL) approach to a blended learning (BL) teaching methodology was adopted. A web-based courseware, ATR CALL BRIX was used. The students used mobile devices to access the courseware before class in order to prepare for in-class teacher-student analysis of their performance on the learning tasks. The teaching methodology integrated the online and in-class tasks in a single learning environment by means of an e-mentoring system used in conjunction with an in-class student self-evaluation task.

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Web-Based Multimedia Tools for Monitoring and E-Learning

Monitoring and Assessment in Online Collaborative Environments ◽

10.4018/978-1-60566-786-7.ch001 ◽

2010 ◽

pp. 1-21 ◽

Cited By ~ 1

Author(s):

F. Bellas ◽

O. Fontenla-Romero ◽

N. Sánchez-Maroño ◽

J. A. Becerra

Keyword(s):

Teaching Methodology ◽

Resource Monitoring ◽

Web Based ◽

Basic Point ◽

Multimedia Tools ◽

Degree Of Satisfaction ◽

E Learning ◽

Interactive Videos ◽

The Web

This chapter is devoted to the application of Web-based multimedia tools as a complement to traditional e-learning resources to improve the quality of teaching in two senses: adapting lesson contents to improving the understanding and increasing the motivation of the students. The authors present a set of practical tools that have achieved successful results in their courses and that, together, provide a more proactive teaching methodology based on interactive and mobile learning materials. These tools can be divided into two main groups: simulations and interactive videos, directly related to the process of studying, and quizzes and questionnaires, useful to adapt the teaching to the objective comprehension level. In addition, the authors point out the advantages of providing the students with more familiar multimedia materials suitable for being transported and consulted in mobile devices. A basic point of this methodology is that all these resources are available through a Web-based interface, so that the interaction does not depend on the physical presence of the students. Finally, the authors must point out that with their methodology they are focused on monitoring learning, which is achieved directly with online questionnaires, but they have also performed resource monitoring, in terms of degree of satisfaction and practical use. This is achieved, in this case, through the use of surveys and from the analysis of the statistics provided by the Web-based application.

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SocialX

International Journal of Information Systems and Social Change ◽

10.4018/jissc.2011010105 ◽

2011 ◽

Vol 2 (1) ◽

pp. 64-79 ◽

Cited By ~ 7

Author(s):

Andrea Sterbini ◽

Marco Temperini

Keyword(s):

Social Exchange ◽

Group Work ◽

Peer Assessment ◽

Reputation System ◽

Perceived Usefulness ◽

Web Based ◽

Self Evaluation ◽

E Learning ◽

Web Based System ◽

The Web

In this paper, the authors describe design and motivational issues of the web-based system SocialX. It supports social-collaborative and cooperative aspects of e-learning such as sharing and reuse of (solutions to) single exercises, and development of projects by group-work and social exchange. Such aspects are supported in the framework of a reputation system, in which learners participate. A learner’s reputation is computed, presented, and maintained during her/his interactions with the system. The algorithm to compute reputation can be configured by the teacher from tuning weights associated to various aspects of the interactions. To enhance collaboration on exercises, the authors support contextual (to the exercise) micro-forum and FAQs with a currency-based concretization of the perceived usefulness of questions/answers. Group responsibilities, peer-assessment, and self-evaluation are supported by group-based projects with self/peer-evaluated phases, i.e., different stages of a project are assigned to different groups and a stage-deliverable is both self-evaluated (at submission) and peer-evaluated (by the group receiving it for the next stage).

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Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach

SAGE Open ◽

10.1177/21582440211058203 ◽

2021 ◽

Vol 11 (4) ◽

pp. 215824402110582

Author(s):

Shu-Rong Zhao ◽

Hong Li

Keyword(s):

Help Seeking ◽

Flipped Classroom ◽

Deep Level ◽

Flipped Learning ◽

Business English ◽

Self Regulated Learning ◽

Self Evaluation ◽

Interactive Mode ◽

Learning Tasks ◽

Collaborative Behavior

In flipped learning (FL), the pre-class section plays an important role and determines whether meaningful and deep-level learning can take place in the following in-class section. However, previous studies focus on in-class learning and research little on the pre-class section. In order to explore an interactive mode which can ensure the effect of pre-class learning, a production-oriented peer collaboration FL framework was proposed and applied to the Business English course. Mixed research methods including questionnaire and focus group interview were used to test the effectiveness of the framework and explore effective forms of interaction. Data analysis shows that the FL framework improved significantly social interaction self-efficacy, help-seeking, and self-evaluation in self-regulated learning, thus ensured quality pre-class learning. As to interaction, eight collaboration forms were found through thematic analysis, namely comparison, correction, reaching agreement, supervision, inspiration, complementation, negotiation, and emotional support. Among them, comparison is the most beneficial and frequently mentioned collaborative behavior. This research provides an empirical case for peer interaction based on online learning tasks. It helps enrich interactive research in FL and provides teaching reference for practitioner teachers by offering a feasible framework.

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