scholarly journals Developing a Flipped Learning model for Teaching EAP Students Struggling with Multi-Level Challenges in a College Context

2020 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Iman Alkhalidi
Keyword(s):  
Blended Learning ◽  
Classroom Practice ◽  
Learning Model ◽  
English For Academic Purposes ◽  
Learning Theories ◽  
Flipped Learning ◽  
Holistic Model ◽  
Online Engagement ◽  
Learning Technique ◽  
Multi Level

This article aims to understand students’ experiences regarding the implementation of flipped learning (FL) as a modern blended learning technique in teaching English for academic purposes (EAP) in a community college context in Toronto. Based on students’ views, blended learning theories, and several previous studies, the study also aims to develop a holistic contextualized flipped learning model that helps both students and teachers in the context of EAP to cope with the challenges of a multilevel EAP classroom. The study is guided by the epistemology and philosophy of the interpretive paradigm as an underpinning stance. Accordingly, the qualitative approach has been selected for determining the strategy and methods of sampling, and data collection and data analysis. Results revealed that students’ views are compatible with the theoretical views in validating the utilization of flipped learning as a modern technique in the context of EAP. However, results revealed that the development of a holistic model includes a further component-online engagement as an extension component to the model. The study offers a set of recommendations and implications for EAP teachers and instructors within the area of ELT for classroom practice.

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

scholarly journals Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students

2019 ◽  
Vol 8 (2) ◽  
pp. 1676
Author(s):  
Lovy Herayanti ◽  
Wahono Widodo ◽  
Endang Susantini ◽  
Gunawan Gunawan
Keyword(s):  
Blended Learning ◽  
Group Discussion ◽  
Learning Model ◽  
Learning Theories ◽  
Learning Method ◽  
Student Responses ◽  
Physics Students ◽  
Face To Face ◽  
E Learning ◽  
Further Development

Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.

Blending Face-to-Face and Technology

2017 ◽  
pp. 15-29
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

Fostering English-Medium Instruction (EMI) Through Flipped Learning

2020 ◽  
pp. 340-355
Author(s):  
Alberto Andujar
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Collaborative Work ◽  
Design Principles ◽  
Learning Model ◽  
Education Level ◽  
Flipped Learning ◽  
Theoretical Frameworks ◽  
English Medium Instruction

This chapter explores the possibilities of the flipped learning methodology to foster and improve English-medium instruction (EMI) at a higher education level. The design principles of EMI and flipped learning, and the most relevant theoretical frameworks for each of the fields are discussed. Moreover, factors to be considered when implementing the flipped learning model in EMI contexts are presented. Blended learning environments such as the flipped learning model may become a support during EMI, facilitating the development of interaction and collaborative work, and giving rise to a task-based communicative-oriented environment. At the same time, the flipped model may help overcome some of the challenges presented in the EMI literature.

scholarly journals PENGGUNAAN MODEL PEMBELAJARAN BLENDED LEARNING PADA ERA REVOLUSI INDUSTRI 4.0

Jurnal Socius ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 61
Author(s):  
Said Ahmad Zulfi Fathullah
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Industrial Revolution ◽  
Learning Model ◽  
Learning Theories ◽  
Teaching Skills ◽  
Learning Models ◽  
Advantages And Disadvantages ◽  
Information And Communication

Learning in the Industrial Revolution Era 4.0 requires teachers to be able to use technology, information, and communication. Teachers are required to have knowledge of technology as their teaching skills by applying blended learning models so that students are interested in participating in the learning process. Blended learning model has its own advantages and disadvantages, but this model is very appropriate to be used in the era of the industrial revolution 4.0 while supporting the theory of cybernetics learning which is relatively new compared to existing learning theories, in line with developments in technology and information science.Pembelajaran pada Era Revolusi Industri 4.0 mengharuskan guru mampu menggunakan teknologi, informasi, dan komunikasi. Guru dituntut untuk memiliki pengetahuan akan teknologi sebagai keterampilan mengajarnya dengan menerapkan model pembelajaran blended learning sehingga peserta didik tertarik untuk mengikuti proses pembelajaran. Model pembelajaran blended learning memiliki berbagai kelebihan dan kekurangan tersendiri, tetapi model ini sangat tepat digunakan pada era revolusi industri 4.0 sekaligus mendukung teori belajar sibernetik yang relatif baru dibandingkan dengan teori belajar yang telah ada, sejalan dengan perkembangan teknologi dan ilmu informasi.

scholarly journals The Development of Blended Learning Theories of Learning Course for Educational Technology Student in FIP UNY

2019 ◽  
Author(s):  
C Asri Budiningsih ◽  
Haryanto Haryanto ◽  
Sisca Rahmadona
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Learning Model ◽  
Point Of View ◽  
Learning System ◽  
Learning Theories ◽  
Prototype Model ◽  
Global Dynamics ◽  
State University ◽  
Instruction Theory

Education is intended to develop students’ potential ability to respond the emergent local, national, and global phenomenon. However, today’s disruption era has forced educational institutions to better prepare the students in facing the global dynamics. Thus, Educational Technology Department in Faculty of Ilmu Pendidikan UNY (State University of Yogyakarta) attempts to facilitate the students with various abilities to accommodate the needs above. Therefore, this research is aimed to develop Blended Learning learning model which is implemented in Teori Belajar dan Pembelajaran (Learning and Instruction Theory) course. This research adopts procedure of Borg and Gall (1983), learning system design model of C. M. Reigeluth, and combined with E. L. Criswell & Luther model, by; a) conducting preliminary research, b) devising plans, c) developing prototype model, d) testing materials and model experts followed by revisions, e) running user tests, and f) carrying out field experiment. Research produces Blended Learning learning model in Teori Belajar dan Pembelajaran course for undergraduates of Educational TechnologyDepartmentinFacultyofIlmuPendidikanUNYemploying besmart version 2 e-learning owned by UNY. To conclude, Blended Learning has proven feasible to be executed successfully, both from materials and learning media point of view as well as its convenience when used by students.

EFFЕCIIVENESS OF USING NEW METHODS AND METHODS OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN IN MEDICAL UNIVERSITY

2019 ◽  
pp. 80-90
Author(s):  
S. V. Lychuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Foreign Students ◽  
Learning Model ◽  
Educational Process ◽  
Learning System ◽  
European Experience ◽  
Methods Of Learning ◽  
Medical University ◽  
Accessible Form

The article attempts to identify effective methods of teaching Ukrainian as a foreign language and to base them on the European experience. The most commonly used methods in the European practice of foreign language teaching are characterized: communicative, project, audio-lingual, distance, intensive and blended learning. The advantages of the blended learning system are examined. An interpretation of the term "blended learning" is proposed. The features of the organization of online learning and the structure of blended learning are described. The data of the conducted survey are presented: a) teachers conducting classes in Ukrainian as a foreign language; b) foreign students from different countries. Questionnaire was developed for the survey. The article proposes some tasks for teachers of Ukrainian as a foreign language, commenting on the specifics of different models of blended learning. Based on the results of the survey, the respondents outlined effective methods of teaching a foreign language, identified factors that influence the use of the blended learning model of future doctors when teaching Ukrainian as a foreign language. The advantages and prospects of using blended learning in the educational process of a higher medical institution are analyzed. The results of the study strongly suggest that the blended learning model opens up new possibilities for presenting educational material in a new and accessible form for students.

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