scholarly journals The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

2021 ◽  
Vol 14 ◽  
pp. 190-194
Author(s):  
Yibu Luo
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Essential Role ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Face To Face ◽  
Conventional Teaching ◽  
Pros And Cons

Over the last decade, many educators have been investigating the pedagogical effectiveness of blended learning and flipped classroom models. In the conventional teaching process, instructors have been playing an essential role in the lecturing process. Conversely, students lead the learning process in the flipped classroom because they must complete tasks with extracurricular materials and classroom collaboration. Likewise, blended learning also asks students to dominate classroom learning procedures, but its communication medium is a mixture of face-to-face and online interaction. This essay evaluates blended learning and the flipped classroom model by evidence of both pros and cons. Lastly, the article concluded that the two new models provide significant reference cases in exploring better practice modes to increase the quality of second language teaching.

scholarly journals INTRODUCTION OF BLENDED LEARNING IN FOREING LANGAGE TEACHING IN A MODERN UNIVERSITY

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 213-218
Author(s):  
Olena Palkevych
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Digital Media ◽  
Flipped Classroom ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Learning Material ◽  
Face To Face ◽  
Learning Platform

The article explores the concept of blended learning in foreign language teaching as a new pedagogical formula that combines distance learning through digital media with classroom learning, which provides for a "co-presence" of students and teachers, and transforms learning. The use of this type of learning solves several important tasks: 1) transition to a student-centered approach built on greater self-organization of students, formation of their ability to active, productive learning; 2) defining the important role of the teacher as a co-organizer of the educational process who is able to encourage dialogue, communication in the classroom and in self-study; 3) redistribution of the workload of teachers according to the new requirements: more time to prepare for the education process and research, contributing to their commitment to professional self-development. To elaborate a blended model of foreign language teaching for Ukrainian students, the experience of face-to-face teaching and online foreign language teaching at Oles Honchar University and the models of blended learning proposed by the Clayton Christensen Institute were analyzed, and one blended learning model known as the «lab rotation model» was proposed as the most suitable. It provides for classroom work offline as synchronous learning, and individual work online (on the learning platform) as asynchronous leaning, as well as the integration of individual learning and face-to-face learning in group formats, which will provide adaptive, more individualized training of students. It is proposed to supplement this model with elements of the «flipped classroom» model when students receive basic learning material and instructions online, and work in a more interactive form in the classroom.

scholarly journals Analysing the Cumulative Hierarchy of the Taxonomy of Learning Objectives in Flipped Classroom

2020 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Christin Voigt ◽  
Linda Blömer ◽  
Uwe Hoppe
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Learning Objectives ◽  
Digital Learning ◽  
Course Structure ◽  
Face To Face ◽  
Recommendations For Action ◽  
Learning Scenarios ◽  
Level Order

The emergence of digital learning formats influences the planning and structuring of digital teaching. Especially in times of the Corona Pandemic, when many universities remain closed, new digital learning concepts are emerging that can be integrated into face-to-face teaching in future. In this context, old teaching formats are often revised and questioned. But while technology only determines the form of collaboration, the real quality of learning depends on cognitive trials that the teacher addresses to the students. To classify these trials, a teacher can use Bloom's revised taxonomy, which ranks Learning Objectives in a six-level order and assumes a cumulative hierarchy: achieving a required Learning Objective level includes all lower levels. Especially in blended learning scenarios, such as a Flipped Classroom, this theory can be used to develop the course structure and to form exam questions. However, the applicability of the cumulative hierarchy is controversial in the literature and is rarely analysed in blended learning courses. Our goal is therefore to verify the cumulative hierarchy in a Flipped Classroom Course and derive recommendations for action. Therefore, we use a quantitative written survey. Since the analysis is based on the students' perceptions, these are verified by correlation analysis with the actual exam results and the awareness of contents and activities. Afterwards, the cumulative hierarchy is tested by regression analysis of the different levels of Learning Objectives. As a result, it could be confirmed for all levels, but not always by direct but often by indirect influences of other levels.

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