integrating 21 st century skills in flipped efl classrooms
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Integrating 21 st Century Skills in Flipped EFL Classrooms. Kerry Pusey, Evelyn Doman, and Marie Webb University of Macau English Language Centre. Overview of Presentation. What is a “flipped classroom?” Motivation for study Description of the study Video examples Discussion - PowerPoint PPT PresentationTRANSCRIPT
Integrating 21st Century Skills in
Flipped EFL ClassroomsKerry Pusey, Evelyn Doman, and Marie Webb
University of MacauEnglish Language Centre
What is a “flipped classroom?” Motivation for study Description of the study Video examples Discussion Conclusions, implications, and
recommendations
Overview of Presentation
An inverse classroom All homework is done in class; all classwork
is done at home
What is a “Flipped Classroom?”
Role of technology at our institution Popular discourse on flipping Literature in flipped research is lacking and
even less in the ESL/EFL context Few studies are actual experimental or
quasi-experimental studies (Bishop & Verleger, 2013)
Motivation for the Study
A flipped class allows ◦ more time for student engagement with materials◦ teacher to answer more questions◦ online materials and videos to be accessed 24/7◦ more individualized instruction
Benefits of Flipping
A university in Macao, China High-intermediate integrated skills course Required General Education English course Experimental group (flipped): 4 classes Control group (non-flipped): 2 classes 4 different teachers
The Present Study
How we Used Technology to Flip
For this study, the following research questions were addressed:
RQ1: Do students prefer flipped over traditional (i.e., non-flipped) classes?
RQ2: Which teaching methods do students believe are more effective for learning?
Research Questions
RQ3: What are students attitudes towards using online materials?
RQ4: How does flipping the EFL classroom change the dynamics of teacher-student and student-student interaction?
Research Questions (con’t)
All first or second year students Experimental group: N=69 Control group: N=47 94% from Macao or Mainland China
Methods: Participants
Participants: Demographics at a Glance
Class Number of
Students
Average Age
GenderM/F
Macau Mainland China
Hong Kong
Taiwan Portugal Canada
Flipped
20 18 11/9 2 17 0 0 0 1
Front-Flipped
15 19 5/10 8 7 0 0 0 0
Back-Flipped
34 18 11/23 19 14 0 1 0 0
Non-Flipped
47 19 10/37 15 25 4 0 3 0
Total 116 18.5 37/79 40% 54% 2.5% .05% 2.5% .05%
The data for this study consisted of:
Survey 1 at midterm Survey 2 at end of course
◦ Surveys developed by teachers/researchers◦ Administered online (through Survey Monkey)
Classroom observations Teachers’ reflections
Data Collection
Initially planned to flip entire classes, but later decided to only flip certain modules (for practical reasons)
Modules selected based on predicted amount of teacher-fronted instruction required
Other Considerations for Study
Over time, flipped students were satisfied with the flipped approach (RQ1).
Results
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
0 5 10 15 20 25 30 35 40 45 50
I prefer watching video lessons at home (such as the annotation video) rather than live teacher instruction in class.
Non-flipped survey 2Non-flipped survey 1Flipped Survey 2Flipped Survey 1
Students believed teacher-centered instruction was most effective for learning. (RQ2).
Results (con’t)
Your teachers instruction in class
The online videos provided
nuetral (no preference)
other
0 10 20 30 40 50 60 70 80 90
Which do you prefer? Your teachers instruction in class or the online
videos provided?
Unflipped Flipped
Students in the flipped classes wanted more online instruction than non-flipped (RQ3).
Results (con’t)
A lot more online instruction before class
More online instruction before class
The amount is ok
Less online instruction before class
A lot less online instrution before class
No online instruction before class
0 5 10 15 20 25 30 35 40 45
Would you like to have more online in-struction before each class (for example
short lectures, videos, PPTs)?
Non-flippedFlipped
More student responsibility, less teacher instruction in-class. More student-student interaction (RQ4).
Results (con’t)
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
0 10 20 30 40 50 60
My English classroom provides me more opportunity than my other classes to communicate with other
students.
UnflippedFlipped
Over time students in the flipped classes became more comfortable with online instruction.
Discussion
Most students enjoyed using Moodle to submit online assignments and to take quizzes/tests
Discussion (con’t)
Strogly Agree
Agree
Neutral
Disagree
Strogly Disagree
0 5 10 15 20 25 30 35 40 45 50
I like submitting assignments, taking quizzes, and receiv-ing teacher feedback online through Moodle.
Non-flippedFlipped
Here is 1 video sample of what our flipped classrooms looked like.
Video Examples
More preparation time for the teacher Students must be trained to use new
technology Students may initially feel that they have
more work outside of class Technical problems are common Availability of resources
Drawbacks of Flipping
“Instructional support materials that will be used by students remotely (or online) should be well thought out, designed and prepared well in advance of the start of a semester.” ◦ Teacher from a flipped classroom
“I could tell that the students weren’t interested in the flipped model initially. However, after the 7th week I began to see a change in my students’ attitudes.”◦ Teacher from a flipped classroom
“During the end of the semester especially, I really wished a lot of the assignments (descriptions, rubrics and grading criteria, examples of model work, etc.) were explained online (i.e., “flipped”) in order to save class time.”◦ Teacher from a non-flipped classroom
Teacher Reflections
Recommendations Use technology purposefully Don’t feel obligated to flip entire class Take it one step at a time when flipping
◦ Consider how students respond, and adjust lessons accordingly
Collaborate and recycle/reuse content whenever possible
1. Baranovic, K. 2013. Flipping the First-Year Composition Classroom: Slouching Toward the Pedagogically Hip. 2. Berrett, D. 2012. How “Flipping” the Classroom Can Improve the Traditional Lecture. Education Digest: Essential Readings Condensed for Quick Review 78(1), 36-41.3. Bishop & Verleger, 2013.The Flipped Classroom: A Survey of the Research. 120th American Society of Engineering Education Annual Conference & Exposition, Atlanta, June 23-26. 3. Butt, A. 2014. Student Views on the Use of a Flipped Classroom Approach : evidence from Australia. Business Education & Accreditation, 6 (1), 33-43. 5. Hughes, H. 2012. Introduction to Flipping the College Classroom. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2434-2438).
References