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Case study: Co-creating a flipped feed-in approach to a virtual biochemistry lab assessment: increasing student achievement and engagement in a large, diverse cohort
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| 2 |
EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
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Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
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In: Theses: Doctorates and Masters (2022)
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A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
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In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
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ScaffoldSQL: Using Parson’s Problems to Support Database Pedagogy
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Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
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Lam, Yau Wai; Hew, Khe Foon; Jia, Chengyuan. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022
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| 7 |
Estrategias para propiciar la propincuidad digital en la adquisición de ELE en contextos de brecha digital
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| 8 |
Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
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Shafiee Rad, Hanieh; Roohani, Ali; Rahimi Domakani, Masoud. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 9 |
Conditions in Which a Flipped Classroom can Successfully be Implemented: A Traditional Literature Review
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 10 |
Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class
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In: Practical Assessment, Research, and Evaluation (2021)
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| 11 |
The Use of Flipped Classroom Method in Fostering Students' Speaking Ability at the University of Iqra Buru
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 176-194 (2021) (2021)
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| 12 |
Current Situation and Countermeasures of Putonghua Teaching in Normal Universities
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In: Cross-Cultural Communication; Vol 17, No 4 (2021): Cross-Cultural Communication; 43-45 ; 1923-6700 ; 1712-8358 (2021)
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| 13 |
LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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| 14 |
Implementing the flipped classroom model in teaching a translation module in Vietnam
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 13 , Iss 2 (2021) (2021)
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| 15 |
The Role of Video in the Flipped Language Classroom ; Le rôle de la vidéo dans la classe de langue inversée
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In: ISSN: 1499-6677 ; EISSN: 1499-6685 ; Canadian Journal of Learning and Technology / Revue Canadienne de l'Apprentissage et de la Technologie ; https://hal.archives-ouvertes.fr/hal-03245944 ; Canadian Journal of Learning and Technology / Revue Canadienne de l'Apprentissage et de la Technologie, Athabasca University Press, 2020, 46 (3), pp.1-23. ⟨10.21432/cjlt27908⟩ (2020)
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Abstract:
International audience ; Flipped classrooms have become a widespread form ofpedagogical setting, yetthere is no consensus on how to define flipped language learning. Severalauthors consider the use of videos that prepares in-class activitiesas an essential component.Thestudy presented in thisarticle examined the actualrolesof videos in a corpus of 52 second language teachers’ descriptionsof flipped language class settings;and analysed usingWillis’ 1983 frameworkfor video use in the ELT classroom.In the corpus,videoswere centralin before-class activities, where a large numberof videos wereused.The type of roles these videos played at a before-class stage showed little overlap with Willis’ framework,mainly because many videos played the role of direct instruction. It was found that teachers did not share the same definition of a flipped setting, since in a quarter of the descriptions,not all the criteria applied. Video was not found to be a mandatorycomponent offlipped language classes ; Si la classe inversée est aujourd’hui devenue une forme d’enseignement largement répandue, la définition de ce qu’est une classe inversée en langues ne fait pour autant pas consensus. Plusieurs auteurs considèrent le recours à la vidéo lors de la phase préparatoire à distance comme une composante indispensable. Cet article présente l’analyse des rôles joués par les vidéos, au sein d’un corpus de 52 descriptions de classes de langue, faites par des enseignants du secondaire; analyse adoptant le cadre élaboré par Willis (1983) pour le recours à la vidéo dans l’enseignement de l’anglais. Dans notre corpus, les vidéos sont au centre des activités préparatoires au présentiel, et le recours à la vidéo est fréquent dans cette phase. Le recoupement entre les types de rôles de ces vidéos et ceux identifiés par Willis s’avère être minime, principalement parce que de nombreuses vidéos jouent un rôle d'instruction directe. Au niveau de la définition, notre étude permet de voir que tous les enseignants ne partagent pas la même définition de ce qu’est une classe de langue inversée: dans un quart des descriptions, au moins l’un des critères définitoires ne s’applique pas. La vidéo n’apparaît ici pas comme une composante indispensable de la classe de langue inversée.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; apprentissage et enseignement des langues; Blended learning design; Classe inversée; conception d’une formation hybride; Flipped classroom; Language learning and teaching; Video; vidéo
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URL: https://hal.archives-ouvertes.fr/hal-03245944
https://doi.org/10.21432/cjlt27908
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| 16 |
Использование технологии «перевернутый класс» при обучении чтению студентов многопрофильного вуза ... : выпускная квалификационная работа бакалавра ...
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Потрохова, Диана. - : Санкт-Петербургский политехнический университет Петра Великого, 2020
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| 17 |
Design and Evaluate the Factors for Flipped Classrooms for Data Management Courses
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In: Author (2020)
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| 18 |
Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course
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In: Publications (2020)
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| 19 |
The Use of Blended Learning to Support Vocabulary Learning and Knowledge Retention in Thai Tertiary EFL Classrooms
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Blended Learning Models of Japanese Oral Language Instruction ; Моделі змішаного навчання майбутніх філологів усного японського мовлення
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In: Image of the modern pedagogue; No. 2(191) (2020): The level of person’s education as the the condition of human progress; 51-54 ; Wizerunek współczesnego pedagoga; Nr 2(191) (2020): Рівень освіченості людини – умова прогресу людства; 51-54 ; Імідж сучасного педагога; № 2(191) (2020): Рівень освіченості людини – умова прогресу людства; 51-54 ; 2522-9729 (2020)
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