آمار
| تعداد نشریات | 44 |
| تعداد شمارهها | 1,303 |
| تعداد مقالات | 16,020 |
| تعداد مشاهده مقاله | 52,489,189 |
| تعداد دریافت فایل اصل مقاله | 15,216,883 |
A Remedy to the Misery of Language Learning Efficacy: Flipped Classroom | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 5، دوره 12، شماره 26، بهمن 2020، صفحه 125-143 اصل مقاله (393.78 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2020.11470 | ||
| نویسندگان | ||
| Kourosh Fathi Vajargah1؛ Mohammad Karimi Sabet* 2؛ Milad Javanmardi3؛ Sajad Davoudi4 | ||
| 1Education, Psychology and Education, Shahid Beheshti University, Tehran, Iran | ||
| 2Management, University of Tehran, Tehran, Iran | ||
| 3Education, Psychology and Education, University of Isfahan, Isfahan, Iran | ||
| 4University of Isfahan | ||
| چکیده | ||
| Choosing the right method for teaching is an important step in learning. Corporate trainers have always been interested in finding new ways to achieve effective learning. The present study seeks to improve language learning by measuring, comparing and prioritizing the effectiveness of three methods: traditional, blended and flipped method. In terms of purpose and nature, the present study was experimental and with respect to method it was quasi-experimental including a pre-test and a post-test designed with an equivalent control group. The participants consisted of 66 employees in an Iranian organization who were required to attend English language courses. The participants were sampled in accordance with training needs analysis results in the organization. Moreover, data were analyzed by means of descriptive and inferential statistics including mean analysis, standard deviation, F-way ANOVA, and Scheffe post hoc test using SPSS software version 25. The findings of the study indicate a significant difference between the three groups and the ranking of methods in terms of learning effectiveness from the highest to the lowest level includes; 1)Flipped 2) Blended 3) Traditional, respectively. The results showed that in spite of the high effectiveness of the flipped classroom to the other methods, some cultural differences such as family preference, feasts, training customs and also resistance to new methods of learning hindered the allocation of sufficient time for practicing the lesson at home. In addition, such hindrances partially trace back to ancient Iranian culture. In conclusion, some suggestions were proposed to modify technology acceptance and other related weaknesses. | ||
| کلیدواژهها | ||
| Flipped؛ Blended؛ Effectiveness؛ Learning | ||
| مراجع | ||
|
Abdollahzadeh, A. (2013). A Comparison of the Effectiveness of Blended Learning Course with E-Learning and Presentation in Mathematics Among Male and Female High School Students in Ardabil City. Modern Educational Thoughts, 9 (2): 65-84. Ajam, A. A., Jafari Sani, H., Mehram, B., Ahanchian, M. R. (2013). Investigating the Role of Academic Motivation and Computer Skills in Students' View of Compound Learning Approach. New Approach in Educational Management, 4 (3): 36-82. Akyüz, H. İ., & Samsa, S. (2009). The effects of blended learning environment on the critical thinking skills of students. Procedia-Social and Behavioral Sciences, 1(1), 1744-1748. Al‐Qahtani, A. A., & Higgins, S. E. (2013). Effects of traditional, blended and e‐learning on students' achievement in higher education. Journal of computer assisted learning, 29(3), 220-234. Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121. American Council on the Teaching of Foreign Languages (2018). 21st Century Skills Map. Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161. Bryan, A., & Volchenkova, K. N. (2016). Blended learning: definition, models, implications for higher education. Вестник Южно-Уральского государственного университета. Серия: Образование. Педагогические науки, 8(2). Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. Choy, J. L. F., & Quek, C. L. (2016). Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course. Australasian Journal of Educational Technology, 32(4). Deperlioglu, O., & Kose, U. (2013). The effectiveness and experiences of blended learning approaches to computer programming education. Computer Applications in Engineering Education, 21(2), 328-342. Driscoll, M. (2010). Web-based training: Creating e-learning experiences. John Wiley & Sons. Estes, M. D., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4(7), 1-8. Fernandes, J., Costa, R., & Peres, P. (2016). Putting Order into Our Universe: The Concept of Blended Learning—A Methodology within the Concept-based Terminology Framework. Education Sciences, 6(2), 15. Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71. Gabrielle, D. (2003). The effects of technology-mediated instructional strategies on motivation, performance, and self-directed learning. In EdMedia+ Innovate Learning (pp. 2568-2575). Association for the Advancement of Computing in Education (AACE). Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92. He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. Jiang, M. (2020, January). Reflection on the Reform of Flipped Class Teaching Mode of Art and Design Courses Based on MOOC: Taking the Course “Advertising Creativity and Planning” as an Example. In 5th International Conference on Economics, Management, Law and Education (EMLE 2019) (pp. 1279-1284). Atlantis Press. Joanne, C. S. M., & Lateef, F. (2014). The flipped classroom: Viewpoints in Asian universities. Education in medicine journal, 6(4). Kaviani, H., Liaghatdar, M. J., Zamani, B. E., Abedini, Y. (2018, b). The process of learning in the classroom reverses the representation of the curriculum experienced in higher education. Higher Education Curriculum Studies Quarterly, 8 (15): 179-214. Kaviani, H., Liaghatdar, M. J., Zamani, B. E., Abedini, Y. (2018, A). Reverse Classroom Theoretical Framework Drawing Gestures for Inclusive Learning. Journal of Foundations of Education, 7 (2): 59-78. Kaviani, H., Liaghatdar, M. J., Zamani, B. E., Abedini, Y. (2019). Reverse Classroom Planning Model: Synthesis of Methods. Theory of Biology and Practice in Curriculum, 2 (1): 203-271. Li, X., & Huang, Z. J. (2017). An inverted classroom approach to educate MATLAB in chemical process control. Education for Chemical Engineers, 19, 1-12. Lin, C. J., Hwang, G. J., Fu, Q. K., & Chen, J. F. (2018). A flipped contextual game-based learning approach to enhancing EFL students’ English business writing performance and reflective behaviors. Journal of Educational Technology & Society, 21(3), 117-131. Liu, A., & Zhao, T. (2020, January). Flipped Classroom Teaching Based on Massive Open Online Course: A New Criminology Teaching Method. In 2019 3rd International Conference on Education, Economics and Management Research (ICEEMR 2019) (pp. 331-334). Atlantis Press. Mason, G., Shuman, T., & Cook, K. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430–435. McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: not just surface gains. Advances in physiology education, 40(1), 47-55. Melton, B. F., Bland, H. W., & Chopak-Foss, J. (2009). Achievement and satisfaction in blended learning versus traditional general health course designs. International Journal for the Scholarship of Teaching and Learning, 3(1), 26. Mendez, J. A., & Gonzalez, E. J. (2011). Implementing motivational features in reactive blended learning: Application to an introductory control engineering course. IEEE Transactions on Education, 54(4), 619-627. Méndez, J. A., & González, E. J. (2013). A control system proposal for engineering education. Computers & Education, 68, 266-274. Mohammadi, J., Barati, H., & Youhanaee, M. (2019). The Effectiveness of Using Flipped Classroom Model on Iranian EFL Learners' English Achievements and Their Willingness to Communicate. English Language Teaching, 12(5), 101-115. Nishigawa, K., Omoto, K., Hayama, R., Okura, K., Tajima, T., Suzuki, Y., ... & Matsuka, Y. (2017). Comparison between flipped classroom and team-based learning in fixed prosthodontic education. Journal of prosthodontic research, 61(2), 217-222. Njie-Carr, V. P., Ludeman, E., Lee, M. C., Dordunoo, D., Trocky, N. M., & Jenkins, L. S. (2017). An integrative review of flipped classroom teaching models in nursing education. Journal of Professional Nursing, 33(2), 133-144. Olelewe, C. J., & Agomuo, E. E. (2016). Effects of B-learning and F2F learning environments on students' achievement in QBASIC programming. Computers & Education, 103, 76-86. Patanwala, A. E., Erstad, B. L., & Murphy, J. E. (2017). Student use of flipped classroom videos in a therapeutics course. Currents in Pharmacy Teaching and Learning, 9(1), 50-54. Pierce, R., & Fox, J. (2012). Instructional design and assessment: Vodcasts and activelearning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1–5. Piri, M., Sahebbiar, H., Saadollahi, A. (2019). The Impact of a Reverse Classroom on Self-direction in Learning English. Technology of Education, 12 (3): 236-229. Pluta, W., Richards, B., & Mutnick, A. (2013). PBL and beyond: Trends in collaborative learning. Teaching and Learning in Medicine, 25(S1), S9–S16. Procter, C. T. (2003). Blended learning in practice. RokfAfrooz, D., Sayyadi, N., Hakim, A. (2012). Evaluation of Knowledge and Viewpoints of Faculty Members of Ahvaz Jundishapur University of Medical Sciences regarding Long-Term and Short-term Strategies of Combined E-Learning - A Cross-Sectional Study. Quarterly Journal of the Center for Research and Development of Medical Sciences, 3 (4): 38-30. Rossett, A., & Frazee, R. V. (2006). Blended learning opportunities. New York, NY. American Management Association. Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2), 34. Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2), 34. Salari, Z., Karami, M. (2014). Comparing the Effects of Three Methods of E-Learning, Combined and Visual on Response and Learning in Industrial Education. Modern Educational Approaches, 2 (9): 27-58. Shih, H. C. J., & Huang, S. H. C. (2019). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 1-30. Solimani, E., Ameri-Golestan, A., & Lotfi, A. (2019). Flipped vs. Unplugged Instructions: Sailing EFL Learners' Oral Proficiency through Virtual and Real Learning Communities. International Journal of Instruction, 12(3), 459-480. Soltanian, A. R., Bashirian, S., Barati, M. (2015). Comparing the effect of two methods of hybrid active and traditional on teaching statistics. J Med Educ Dev., 8 (18):33-42. Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. B., & Chen, W. S. (2019). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 1-12. Szeto, E. (2014). A comparison of Online/Face-to-face students’ and instructor's experiences: Examining blended synchronous learning effects. Procedia-Social and Behavioral Sciences, 116, 4250-4254. THAI, N. T. T., De Wever, B., & Valcke, M. (2015). Impact of different blends of learning on students’ performance in higher education. In 14th European Conference on E-Learning (ECEL) (pp. 744-753). ACAD CONFERENCES LTD. Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. Tollefson, J. W., & Pérez-Milans, M. (Eds.). (2018). The Oxford Handbook of Language Policy and Planning. Oxford University Press. Tseng, H., & Walsh Jr, E. J. (2016). Blended vs. Traditional Course Delivery: Comparing Students’ Motivation, Learning Outcomes, and Preferences. Tucker, C. R. (2012). Blended learning in grades 4–12: Leveraging the power of technology to create student-centered classrooms. Corwin Press. Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. The Journal of Asia TEFL, 11(4), 53-87. Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automated feedback on student performance. Computers & Education, 54(4), 992-998. Wilson, S. (2014). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193–199. Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Sciences Education, 14(5), 725. Wu, W. C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2019). Free from demotivation in EFL writing: the use of online flipped writing instruction. Computer Assisted Language Learning, 1-35. ZareBidaki, M. (2015). National learning management system, from idea to action. Iranian Journal of Medical Education. 15:501-504. Zolfaghari M., Negarandeh R., Ahmadi F. (2011). The Evaluation of a Blended E-learning Program for Nursing and Midwifery Students in Tehran University of Medical Sciences. Iranian Journal of Medical Education, 10 (4):398-409.
| ||
|
آمار تعداد مشاهده مقاله: 718 تعداد دریافت فایل اصل مقاله: 656 |
||