The CPS Strategy

2019 ◽  
pp. 110-137
Author(s):  
Diana Carolina Durán-Bautista
Keyword(s):  
Foreign Language ◽  
Educational Research ◽  
Quantitative Data ◽  
Learning Strategy ◽  
Learning Approach ◽  
Flipped Learning ◽  
Online Surveys ◽  
Qualitative And Quantitative ◽  
Teachers Perspectives

This educational research-based chapter describes, analyzes, and evaluates the implementation of the class preparation session (The CPS) as a flipped learning strategy in an undergraduate English as a foreign language (EFL) program in Colombia. About 3000 students are enrolled in the EFL program each semester and an average of 40 teachers are in charge of teaching the courses. The chapter describes the process of implementing the CPS strategy and evaluates its efficacy from students' and teachers' perspectives. Participants were requested to take online surveys with the purpose of collecting qualitative and quantitative data about the strengths of the CPS and the challenges encountered its resources. The processes described in this chapter could be adjusted to be used in other institutions. The issues discussed might provide several teaching prospects for teachers and for programs' stakeholders interested in implementing the flipped learning approach.

Qualitative and Quantitative Paradigm Constellation In Educational Research Methodology

2021 ◽  
Vol 2 (2) ◽  
pp. 339-345
Author(s):  
Hilman Djafar ◽  
Rasid Yunus ◽  
Sarson W DJ Pomalato ◽  
Ruslan Rasid
Keyword(s):  
Qualitative Research ◽  
Educational Research ◽  
Research Methodology ◽  
Quantitative Data ◽  
Quantitative Research ◽  
Social Reality ◽  
Fundamental Difference ◽  
Qualitative And Quantitative ◽  
Research Article

Differences qualitative and quantitative research to academicians and researchers mainly concentrated on education  studies is only able to browse and identify with the fundamental difference merely as example: research that only uses quantitative data but using the qualitative as a benchmark often not considered as a quantitative research  Likewise ,  qualitative research that uses quantitative data is not considered qualitative research. If traced further, actually qualitative and quantitative research very spacious and is a level. Qualitative and quantitative research in the context of methodology includes a researcher's conception of social reality, the researcher's self placement in relation to the reality study and various other reviews. Therefore, in this research article,is stated that the correlation between qualitative and quantitative research in educational research methodology is possible if both are based on the same paradigm. Conversely qualitative and quantitative researchis difficult to reconcile if they depart from different paradigms, which have different epistemological assumptions, and different goodness criteria.

scholarly journals APPLYING FLIPPED LEARNING APPROACH IN EFL CLASSROOM IN LIEPAJA CENTRE PRIMARY SCHOOL

2021 ◽  
Vol 2 ◽  
pp. 72-83
Author(s):  
Kristīne Bārdule
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Learning Process ◽  
Instructional Video ◽  
Learning Approach ◽  
Flipped Learning ◽  
School Students ◽  
Education Planning ◽  
New Information ◽  
Individual Needs

Educational planning documents highlight the importance of differentiation of the learning process and improving individuals' competencies to fulfil complex tasks.  By a flipped learning approach, when the students acquire the new information at home, watching the instructional video, more time is devoted to the active learning process in the classroom, as a result of which the students have the opportunity to improve their competencies.Within this article's framework, a case study's data on using a flipped learning approach in teaching elementary school students are analysed. The study included fourteen 4th grade English as first foreign language students of Liepaja Centre primary school. The study was conducted in 2020 from 30 October till 27 November.The study's main objective is to analyse possibilities to differentiate the learning process according to students' individual needs and improve competencies using a flipped learning approach.The study found that teachers have an excellent opportunity to give students individual and useful feedback and differentiate students' work according to their individual needs. The study revealed that students have the possibility to improve competencies.It is useful to introduce teachers to the possibilities of a flipped learning approach to individualize the learning process and develop students' competencies as it is stated in education planning documents. 

Foreign Language Learning Through Instagram

2020 ◽  
pp. 135-156
Author(s):  
Alberto Andujar ◽  
Fidel Çakmak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
Traditional Lecture ◽  
English As Foreign Language ◽  
Based Instruction

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

scholarly journals Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19

2021 ◽  
Vol 7 (4) ◽  
pp. 107-116
Author(s):  
Salvador Montaner-Villalba
Keyword(s):  
Information And Communication Technologies ◽  
Academic Writing ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Writing Skills ◽  
Future Research ◽  
Learning Approach ◽  
Mixed Method Research ◽  
Flipped Learning ◽  
Business English

Learners studying English for Specific Purposes (ESP) at University regard writing academic papers as a complex process since they have to consider issues about academic writing conventions as well as ethics. This current research examines university students’ perceptions of ESP academic writing within the context of the online learning which emerged due to Covid-19 and, therefore, through the Information and Communication Technologies (ICT) and, particularly, utilizing the Flipped Learning approach as an active learning strategy to enhance ESP academic written competence. To be more specific, we examined how students, in tertiary education, perceived ESP academic writing skills within the field of Business English. The participants are 28 students doing the Degree in Administration and Business Management in a Spanish polytechnic. A mixed method research has been conducted for this current paper since both quantitative as well as qualitative methods were utilized for data collection. Regarding this study, both a questionnaire and a focus group interview were utilized to analyse the data. The outcomes proved that students’ perceptions towards academic ESP written competence, using Business English, within the Flipped Learning approach was positive. The major results showed students’ awareness of their needs and ESP written requirements. This research concludes with some future research suggestions.

The effects of flipped learning approach on the academic achievement and attitudes of the students

2017 ◽  
Vol 4 (6) ◽  
pp. 158-168
Author(s):  
Ruhan Karadag ◽  
S. Serdar Keskin
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Attitudes Toward Mathematics ◽  
Structured Interview ◽  
Attitude Scale ◽  
Learning Approach ◽  
Flipped Learning ◽  
Data Content ◽  
Learning Logs

The purpose of this research is to examine the effects of activities based on ‘Flipped Learning’ approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that ‘Flipped Learning’ approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons. Keywords: Flipped learning, mathematic instruction, academic achievement.

scholarly journals The Beliefs of Teachers, Students, and Parents on the Importance of Learning Second Language at a Young Age

2018 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Ozlem Dogan
Keyword(s):  
Second Language ◽  
Cognitive Development ◽  
Language Acquisition ◽  
Foreign Language ◽  
Quantitative Data ◽  
Young Age ◽  
The Other ◽  
Qualitative And Quantitative

<p><em>There are so many factors which affect the learners when learning second language. Age, motivation of the learners, the ability to acquire language, cognitive development as the factors affect learning second language. When learners start at a young age the other factors are affected positively. The researcher aimed to search the importance of age when learning foreign language. She made a questionnaire with 52 volunteers; 26 of them are students at Foreign Language Department in Uludag University, 26 of them are parents. And she also interviewed with teachers. She carried out this study by collecting the qualitative and quantitative data. The research has shown that </em><em>“</em><em>Age</em><em>”</em><em> is important factor when learning second language. Person who learned second language at a young age has a lot of advantages in long term. The researcher chose this subject because she thought that learning second language at a young age is easier inasmuch as language acquisition is available. She wanted to learn thoughts of parents, students in Foreign Language Departments, teachers. She revealed the thought of </em><em>“</em><em>the younger the better</em><em>”</em><em> by making interview with teachers and making a questionnaire with parents and students in Foreign Language Departments. The researcher corroborate her theory by looking at these results.</em></p>

Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE

2021 ◽  
Vol 11 (2) ◽  
pp. 65-86
Author(s):  
Jenny Eppard ◽  
Marlieke Gerdie Danique Rodjan-Helder ◽  
Sandra Baroudi ◽  
Preeya Reddy
Keyword(s):  
United Arab Emirates ◽  
English Language ◽  
Learning Strategy ◽  
Learning Approach ◽  
Flipped Learning ◽  
Language Classes ◽  
Language Classroom ◽  
Integral Role ◽  
Teaching Learning

This exploratory case study investigates the use of flipped learning in a second language classroom at a university in the United Arab Emirates (UAE). Flipped learning was researched as a possible teaching/learning strategy for this population. As this study was exploratory, a case study was chosen as the research method. Students in one class participated in the flipped learning approach for one semester. Results were triangulated through students' test scores, interviews with participants, and teacher reflections. The data showed that flipped learning was viewed positively in terms of self-efficacy, leaner autonomy, a resource for an introduction to the concept and for review. However, participants clearly indicated that flipped learning should not replace the integral role of the teacher. Finally, implications in terms of the use of the flipped learning approach in English language classes are discussed as well as recommendations for future studies.

scholarly journals Development and Validation of Technology Enhanced Learning Framework Driven by Flipped Methodology Learning Environment

2019 ◽  
Vol 38 (3) ◽  
pp. 667-686
Author(s):  
Kifayat Ullah ◽  
Syed Tasweer Hussain Shah ◽  
Syed Muhammad Ali ◽  
Alveena Khan
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Learning Strategy ◽  
Technology Enhanced Learning ◽  
Learning Approach ◽  
Flipped Learning ◽  
Effective Learning ◽  
Response System ◽  
The Impact ◽  
Enhanced Learning

Technology has contributed in every aspect of society. Academics is not an exception. The management of educational technology has come up with exceptional results in the new paradigm of learning environment. In recent years, flipped learning approach has gained much popularity and has been more widely accepted and adopted as a driving force for enabling active learning. This paper defines the formulation of novel framework, inspired by flipped learning approach, leading to effective learning environment. It also describes a novel extension of student-centered learning by integrating educational technology, technology enhanced learning strategy, student questions generation and instant response system into the higher education. It also examines the impact of this extension on student learning engagement, motivation, attitude, and calculating the impact of acceptance for unconventional education on the overall system. The result indicated that effective learning environment has a significant positive effect on learning motivation and engagement. The result showed that the constructs of education technology, technology enhanced learning strategy, students question generation and instance response system in the presence of “impact of acceptance for unconventional education” has an effect on formulating effective learning environment. Research recommendations are given on the basis of results of the study.

திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்துதல் [THIRUKKURAL KADRALIN VALI PADIVAM 2 MAANAVARKALIN UYARNILAIC SINTANAIT THIRANAI MEEMPADUTTUYAL] (IMPROVING THE LEVEL OF HOTS (HIGHER ORDER THINKING SKILLS) OF FORM 2 STUDENTS BY LEARNING THIRUKKURAL)

2019 ◽  
pp. 96-110
Author(s):  
Renita Prera Winsen
Keyword(s):  
Quantitative Data ◽  
Higher Order Thinking ◽  
Literary Work ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Qualitative And Quantitative ◽  
Revised Bloom's Taxonomy ◽  
Post Test ◽  
Data Collections

பேராக் மாநிலத்தில் தைப்பிங் மாவட்டத்தில் அமைந்துள்ள ஓர் இடைநிலைப்பள்ளியில் திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்தும் முயற்சியில் ஆய்வு மேற்கொள்ளப்பட்டது. தேர்ந்தெடுக்கப்பட்ட 10 மாணவர்கள் இந்த ஆய்வில் உட்படுத்தப்பட்டனர். திருக்குறளில் மாணவர்களின் ஆளுமையைக் கண்டறிய அந்த இடைநிலைப்பள்ளியின் தமிழாசிரியரிடம் நேர்காணல் நடத்தப்பட்டது. மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த படிவம் 1 மற்றும் படிவம் 2-இல் வரையறுக்கப்பட்ட ஆறு திருக்குறள்கள் தேர்தெடுக்கப்பட்டன. தேர்ந்தெடுக்கப்பட்ட திருக்குறள்கள் யாவும் சீரமைக்கப்பட்ட புளூமின் அறிவுசார் முறைப்பாட்டியலின் துணைக்கொண்டு பலதரப்பட கேள்விகள் தயாரிக்கப்பட்டது. ஆறு வாரத் திருக்குறள் வகுப்பிற்குப் பின் இக்கேள்விகள் யாவும் மாணவர்களுக்கு வழங்கப்பட்டன. கேள்விக்கான பதில்களிலிருந்து மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனில் ஏற்பட்ட மாற்றங்கள் கண்டறியப்பட்டது. ஆய்வின் முடிவாக, முறையான திருக்குறள் கற்றலின் வழி மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த முடியும் என்பது உறுதிச் செய்யப்பட்டது. (This study has been conducted with the purpose of improving the level of HOTS (Higher order thinking skills) of Form 2 students through learning Thirukkural. For this study, the Thirukkural, a well-known literary work of Tamil Language was taken. Thus, this research was carried out in a secondary school which is located at Taiping, Perak. The research was carried out under the design of action research. The sample of this study consisted of ten Form 2 students. Besides that, a teacher also interviewed in order to know the students' personality in learning Thirukkural. In this research, the learning process of Thirukkural approach was implemented for 6 weeks. There are 6 couplets of Thirukkural selected according to the syllabus of Form 1 and Form 2. This six couplets of Thirukkural used to test the level of HOTS. The questions were created based on Thirukkural, according to Revised Bloom's Taxonomy. The data of the study was collected through pre-test, the questions asked in Thirukkural classes and post-test via qualitative and quantitative data collection tools. The findings obtained through qualitative and quantitative data collections showed that the level of HOTS through learning Thirukkural among Form 2 students has improved.)

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