(SKKN 2022) APPLYING DIGITAL EDUCATION TOOLS IN FLIPPED CLASSROOM MODEL TO HELP STUDENTS IMPROVE THE LEARNER AUTONOMY AT NHU THANH HIGH SCHOOL

PART ONE: INTRODUCTION I RATIONALE OF THE STUDY Traditional systems of teaching and learning are not necessarily providing young people with the skills they need to make it in the modern world Many of the more traditional classroom forms of learning are ill-equipped to improve the skills needed for developing creative solutions to complex problems Traditional schooling addresses problems of the past, not issues in the future Due to the rapid changes in the economic and social contexts it is imperative that educators redesign their teaching methods, create an innovative learning experience and support their students in acquiring the 21st century skills (Council of the European Union, 2018) Today’s students seem to have boundless and free access to information, therefore the key for their education, is not the memorization of information but the ability to search and manage information Also, the advancement of new technologies provides teachers with the opportunity to alter their methodology in order to promote their students’ active participation in the learning process Since teachers are no longer expected just to provide students with knowledge but to help them develop a set of skills such as problem solving, critical thinking, creativity, teamwork, metacognition, effective communication and social skills so that they can meet the challenges of the modern world, their role is more crucial than ever in achieving the desired learning outcomes Since every student is unique, teachers are challenged to organise a learning environment that meets the differing needs of each student so that they can provide them with the opportunity to learn, regardless their abilities and their cultural, social and economic backgrounds Therefore, reshaping education is the medium to provide students with equal access to knowledge, skills and competencies, to promote their social and professional inclusion, their well- being, so that they can have a positive impact in society Moreover, the lecture materials should be provided as a supplement to classroom activities and moved online for students to reference outside of the classroom Classroom time is better used for discussing the curriculum, engaging in activities with teams and completing class projects Students often have the option to pace their learning and even study ahead with a digital learning tool if they wish to so By helping children think outside their typical learning modes, digital learning inspires creativity and lets children feel a sense of accomplishment that encourages further learning Digital tools can help learners become more independent as they don't have to rely on you for input and practice Autonomous learners can set their own goals and plan how to achieve them They tend to learn more efficiently and effectively, and to be more motivated However, not all learners are able to this, so they may need guidance from you With support, learners can be more independent and develop their language skills beyond the classroom Taking under consideration the above, it comes as no surprise that in recent times there is a move from the teacher-centered to the student-centered learning model This paradigm shift in education has resulted to the development of new learning models and methods such as the flipped classroom, where the teacher does no longer provide just a lecture but becomes the students' guide and supporter at their educational path to learning Therefore, in this study I present a subject “Applying digital education tools in Flipped Classroom model to help students improve their learner autonomy at Nhu Thanh High School” In the flipped classroom model, when teachers ask students to study lessons at home before their discussion in class, learning tools and technology enable students to develop effective self-directed learning skills They are able to identify what they need to learn, find and use online resources, apply the information on the problem at hand, and even evaluate resultant feedback This increases their efficiency and productivity In addition to engaging students, digital learning tools and technology sharpen critical thinking skills, which are the basis for the development of analytic reasoning Students who explore open-ended questions with imagination and logic learn how to make decisions, as opposed to just temporarily memorizing the textbook They also develop positive feelings of accomplishment from mastering new knowledge and skills using digitized learning tools giving them the confidence they need to want to learn even more new things II AIMS OF THE STUDY I the research to know about the fact of the students’ learning autonomy in Nhu Thanh High School more clearly This study also investigates whether the “Digital education tools used in Flipped Classroom Model” can have positive impact on process among students and can develop their learning autonomy or not Bearing in mind, I decide the research with title “Applying digital education tools in Flipped Classroom model to help students improve their autonomous learning at Nhu Thanh High School” III RESEARCH QUESTIONS This study aims at finding answer to the following research question: How can “Digital education tools used in Flipped Classroom Model” help the students at Nhu Thanh High School promote their learner autonomy? The question has been addressed to two of the classes (A1, A2) that I have been teaching in Nhu Thanh High School with the aim to examine how “Digital education tools used in Flipped Classroom Model’ affect the process of their autonomous learning here IV SCOPE OF THE STUDY The study investigates applying Digital education tools in Flipped Classroom model to help students promote their learner autonomy V METHODS OF THE STUDY In this study, I use some research tools to collect and analyze the needed data Firstly, recording is used to record the process of using digital education tools in Flipped Classroom model The second tool used in this study is surveying through Google Forms at the end of the research to study whether digital education tools used in Flipped Classroom model is really suitable for them or not Surveying through Google Forms is used to know the practical situation of students’ autonomous learning PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW I Flipped Classroom Model The definition of Flipped Classroom Model In the traditional classroom model, teachers first explain each topic, and then assign homework In flipped classrooms, also known as inverted classrooms, students review lecture materials before class as homework In-class time is dedicated to discussions, interactive exercises, and independent work that would have previously been completed at home - all under the guidance of the teacher, who is present and available to respond to any questions that may arise The materials reviewed prior to class can take the form of recorded lectures, curated videos, reading assignments, video broadcasts - any material that the instructor assigns as relevant to the topic at hand Benefits of Flipped Classroom Model There are many benefits to a Flipped Classroom Including… * There are no more frustrating, long homework sessions Students have more time for family, friends, play, and extra- curricular activities * A flipped classroom promotes students’ collaboration and concept mastery exercises * Flipping the classroom will create a student-centered environment * Video lectures are short - typically under ten minutes - keeping students engaged * Teachers are available for more one-on-one interaction with students in a flipped classroom * The flipped classroom provides flexibility - everyone works at their own pace Students take on the responsibility for their learning II Definition of learner autonomy Here are a few popular definitions of learner autonomy: Autonomy is an acclimatizing skill that allows learners to build up supportive structures within themselves rather than to have these erected around them (Trim, 1976, cited in Esch, 1996); the ability to take charge of one’s own learning (Holec, 1981); a faculty for disconnection, crucial consideration, decision-making and self-regulating action (Little, 1990); the condition where an individual is completely responsible for all the choices concerned with his learning and the process involved in carrying out those decisions (Dickinson, 1993); the willingness to take control of an individual’s own learning based on his own needs and purposes (Dam, 1995); and the acknowledgment of the rights of students inside educational systems (Benson, 2001) III Importance of Autonomy in the Curriculum and EFL settings Learner autonomy in the setting of EFL would improve metacognitive awareness on the following aspects: learner’s self-awareness, learning process awareness, subject matter awareness and a deeper social awareness The autonomy in class would eventually lead to a more autonomous and improved quality of life within the classroom environment (Chuck, 2004) CHAPTER 2: PRACTICAL SITUATIONS I METHODS OF THE STUDY The research is done qualitatively in the context of two English classes (Class A1, A2 In this survey, I use the survey through Google Forms for students This survey is designed to collect information for the study on “An investigation into the reality of their autonomous learning without digital tools and flipped classroom model at Nhu Thanh High School” II THE REALITY OF STUDENTS’ AUTONOMOUS LEARNING AT NHU THANH HIGH SCHOOL The whole procedure of teaching and learning is implemented similarly to all students of the class after all of them give consent to be part of the research However, due to the limit of the study, I only focus to collect information from the learning engagement of two classes (A1, A2) during this process as the data for analysis Below is the survey of the practical situation of learner autonomy at Nhu Thanh High School Survey no.1 Realities of learner autonomy at Nhu Thanh High School From the survey number 1, we can see that more than 70% of students surveyed say that they have few chances to communicate in English with others in the classroom because the time of practice is limited Secondly, the percentage of leaners who suppose that searching information about lessons without digital tools seems to be limited accounts for 87,9% In term of classroom model, nearly out of every 10 students (about 80%) think that they have little time to put knowledge into practice so that they can improve their communication skills in a traditional class With traditional classroom model, more than 74 % of students agree that they don’t have motivation to regularly prepare the new lessons before the class whereas the number of studious learners only accounts for about one- fifth of surveyed students Moreover, 76,8% of students are not self-motivated and responsible for planning learning, setting goals and selecting learning strategies as well Lastly, 78% of the surveyed pupils agree that they have little freedom to control your learning strategies for the textbook and they seem to be forced to follow the stages of the lessons if the traditional classroom model is running CHAPTER 3: RECOMMENDATIONS TO PROMOTE THE STUDENTS’ AUTONOMOUS LEARNING I RECOMMENDATIONS According to the data analysis from the survey, it can be personally concluded that the most important feature that makes my students to engage more in the real world is the kind of learning activities which forces them to learn through the meaningfulness of tasks Therefore, I have applied digital education tools in Flipped Classroom model to help students improve their learner autonomy Unlike the traditional classroom model, a Flipped Classroom puts students in charge of their own learning By providing lectures online, educators give students the opportunity to learn at their own pace Once a student masters a concept, he can move on Also, students who need more time to master a concept won’t get left behind This means that all students are not working on the same area at the same time in and out of the classroom In the Flipped Classroom environment, the teacher becomes the guide off to the side, acting as more of facilitator, helping and guiding small groups and individuals toward learning success (Graphics of Flipped classroom model ) Equipping students with the requirements of higher education and holding a career at a young age has become one of the most crucial responsibilities of school education, digital learning solutions based on problem-based learning emphasize on learning methods that are constructive, collaborative and calls the students’ attention to a real-world approach to learning With the ongoing employment crisis, it is crucial that if young people are unable to find jobs, they should have the ability to create their own and ideally even generate jobs for others For this purpose, newer methods of learning and education need to be incorporated into the school curriculums Digital learning tools and technology in elementary, secondary, and high schools prepares students for higher education and modern careers by helping them acquire skills including problem-solving, familiarity with emerging technologies, and self-motivation Students using digital learning tools, technology and taking flipped class become more engaged in the process and more interested in growing their knowledge base, they may not even realize that they’re actively learning since they’re learning through engaging methods such as peer education, teamwork, problem-solving, reverse teaching, concept maps, gamification, staging, role playing, and storytelling Since digital learning with flipped classroom model is far more interactive and memorable than voluminous textbooks or one-sided lectures, they provide better context, a greater sense of perspective, and more engaging activities than traditional education methods This allows students to better connect with the learning material Further, they often offer a more interesting and involving way to digest information This is reflected in their retention rates and test scores Also, when students can track their own progress it can improve motivation and accountability II PRACTICAL SOLUTIONS Digital Education Tools Using digital tools can help learners develop their language skills To this as effectively as possible, it's important to understand how exactly the tool can help so they can use it with a clear learning goal in mind Traditional lectures may still exist along with the new-age learning tools and technology, but the lecture materials should be provided as a supplement to classroom activities and moved online for students to reference outside of the classroom Classroom time is better used for discussing the curriculum, engaging in activities with teams and completing class projects Students often have the option to pace their learning and even study ahead with a digital learning tool if they wish to so By helping children think outside their typical learning modes, digital learning inspires creativity and lets children feel a sense of accomplishment that encourages further learning Flipped Classroom Model The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository Models of Flipped Classrooms: Standard flipping Lectures are recorded (either as video or as narrated screencasts) Students are required to watch these lectures as homework and then spend class time to problem-solving or other highly interactive, structured activities, usually in groups and with guidance from teachers One-day-a-week flipping If a standard flip seems overwhelming, or not appropriate for the class, try flipping one lecture a week During class students work in groups to complete tasks where they solve real analytical problems; answers are presented in class and students are asked to correct their own work and reflect on their understanding Selected-content flipping Lecturing does not have to be completely eliminated from the class time Instead, be selective and strategic about what the teachers record for students to watch in advance Teachers might record only a subset of lecture materials, and reserve some of the class time for lecturing on advanced topics Are there particular topics or concepts on which students routinely get stuck? Try designing in-class activities around these ideas or concepts Or, consider recording lectures that cover content that’s likely to be reusable in future semesters, and plan on some in-class micro-lectures covering “hot-off-thepresses” topics, leaving plenty of time for active learning Flipping without recording video lectures It’s a common misconception that instructors can only flip if they pre-record their lectures, which admittedly can be a time-consuming process Instructors can, instead, find other ways for students to get content that might typically be delivered in a lecture: readings can be used, as well as other content such as PowerPoint presentations, podcasts, or videos or animations that others have recorded Full hybrid flipping Eliminate some in-class lectures completely and replace those in-class hours with time students are expected to complete online activities, typically watching the lecture III SOME PRACTICAL EXAMPLES AFTER APPLYING DIGITAL TOOLS IN FLIPPED CLASSROOM MODEL AT NHU THANH HIGH SCHOOL Physically, a flipped classroom is the same as a normal classroom But instead of paying attention to lectures while in class and applying the new knowledge in their homework after school, students will watch ,listen to or read the lectures at home, before the class starts, and use the time in the classroom to their homework Instead of telling students what to learn, how to learn, when to learn and how to prove that they learned, teachers support them in becoming self-directed learners The flipped classroom seems to create a win-win situation for both students and teachers Digital learning tools and technology fill the gaps where traditional classroom teaching falls behind When implementing the flipped classroom model, teachers prepare videos with their lectures and upload them on the web so that they are available to their students to watch at any time at their own request, no matter where they are This provides students with the advantage to pause, rewind or fast forward the videos according to their differing needs The next day, in class, the teacher discusses with the students, provides clarifications or further information and assigns activities which are personalized according to the students’ needs In this way the time that was needed to conduct the lecture is now available to carry out more engaging activities in the classroom The following digital tools are frequently used for two classes: No Digital Apps/web Aims / functions tools Virtual -Zoom The leaders in modern classroom -Google enterprise video tools meet communications, with -Microsoft an easy, reliable cloud teams platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems Supporting -SHub SHub Classroom is an tools Classroom application to manage assignments and keep unlimited lectures The application works like a social network to help teachers and students interact with each other easily and effectively -Google Creating forms online forms and surveys with multiple question types Analyze results in real-time and from any device Azota Helping teachers, training centers, schools digitize exam questions and exercises in minutes Note Classdojo Connecting teachers with students and parents to build amazing classroom communities Create a positive culture Teachers can encourage students for any skill or value -whether it's working hard, being kind, helping others or something else Give students a voice Flipgrid It only takes minutes to get started, spark meaningful discussions, and inspire your learners to share their voice and creativity Powtoon Powtoon’s professionally-designed templates help you create more video & visual content faster Prezi According to Prezi, “creating, giving, and tracking beautiful interactive presentations is as easy as 1,2,3” with their cloud-based presentation software Prezi presentations are nothing like your traditional presentations; Tools for -Padlet These tools take the idea discussion -Slido of the notice board and make it digital, so it's Metimente enhanced They create a r space for teachers and students in education to share but in a way that's actually better than the real-world version 10 Unlike a physical notice board, this space can be populated with rich media, including words and images as well as videos and links too All that and it's instantly updated for anyone sharing the space to see right away Tools for Kahoot They are platforms to assessment Blooket create own quizzes in Quizziz seconds and you can play them from anywhere, anytime, on your own or with friends They are extremely helpful for teachers to make learning fun and interactive for their students After the teacher hosts a quiz, students answer the questions with their smartphone, tablet or computer Example: English 11- Unit Global Warming English 11- Unit Global Warming 11 Flipping lectures video Example no.1: Unit Global Warming Part: Project Task 1: Read the paragraphs and - Teacher sends students the PowerPoint answer the questions presentations of the lessons and asks (at home) them to finish the tasks assigned Task Discussion - During in-class time, students discuss Causes and effects of global some questions in individual, in pairs or warming in groups, then teacher gives feedbacks Flipping lectures without without recording recording video Example no.2: English 11- Unit Global Warming Part: WRITING - Teacher sends students the PowerPoint presentations of the lessons and asks them to finish the tasks assigned - During in-class time, students discuss some questions; Students work in groups to give outlines of their essays The group’s representative gives the presentation about their outline Teacher gives feedbacks 12 Suggested outline: Introduction (Introduce the topic and the main content of the essay) - one of the biggest issues facing humans nowadays - caused mainly by humans - most catastrophic effects on humans - humans have to take actions to reduce the risks - the essay will discuss the causes and effects, and possible solutions What global warming is and its causes - the rise in the average temperature of the earth due to the increase of greenhous gases in the atmosphere - causes: + carbon dioxide emissions from the burning of fossil fuels + deforestation for farmland, wood and paper + increasing use of chemical fertilizers on croplands Effects of global warming - heat-related illnesses and death, and spread of infectious diseases - melting of polar ice caps and rising of sea level - extreme weather patterns such as severe storms, heat waves, floods and droughts - widespread extinction of species Some possible solutions - reducing energy use - planting trees or plants - using green methods of transport Conclusion (Summarise the main points and state your opinion) 13 CHAPTER 4: FINDINGS The main advantage of the flipped classroom is the possibility of making students more independent The ability to manage their own learning process is the basis for making future efforts related to self-education, which in the era of web resources is becoming increasingly important In the flipped classroom, students review the material before the classes, and therefore they can adjust the speed of acquiring new information to their abilities The teacher, on the other hand, is relieved of the obligation to present new material in class, and the time saved can be used for creative discussions or solving problems Moreover, thanks to a more frequent teacher-student contact and with the help of ELearning platforms, an educator is now able to read a detailed report on specific problems faced by particular students Applying the flipped classroom method with the use of such tools allows students to learn not only by reading texts previously prepared by the teacher or watching his recorded presentation, but also through solving interactive exercises This way of learning is more engaging, helps the learner acquire new information, and gives him or her a chance to create a well-established and multi-tiered knowledge Learning tools and technologies like social learning platforms make it easy for teachers to create and manage groups The shift to digital learning can approximate the benefits of tutoring while freeing up time for teachers to address individual and small group needs The opportunity to customize learning sequences for each student will make education more productive by closing learning gaps sooner and accelerating progress Dynamic grouping, workshops, and project-based learning can add lots of collaborative learning to the already present education model Moreover, the following charts shows the statistics of surveyed students about the changes of their autonomous learning after using digital tools in flipped classroom model: Survey No.2 14 According to those charts, we can see that 76,8% of students strongly agree that some digital tools such as Padlet and Slido help them have more time to discuss the assignments or projects, and 90,3% of them are said to practice English more because they study the new lessons at home so they have chances for discussing and practicing more in class More than 84 % of them feel that it is very independent about the time to finish your assignments with digital tools and flipped classroom, so they can reduce the studying pressure Moreover, about 80% of students suppose that their English communication skills become better and better after using digital tools in the flipped classroom By using digital tools and flipped classroom, the number of learners feel more self-motivated to finish their assignments and projects takes up four-fifths of surveyed ones While applying flipped classroom model, only 6% of them rarely study the lessons before the discussion in class whereas 83,3% of them display an opposite point of view More than 85 percent of them strongly agree that using digital tools and flipped classroom model helps them not only improve their soft skills such as: information searching, time-management, and leadership but also be more self-motivated to set your own goals and select your learning strategies In sum, the changes of learner autonomy after applying digital tools and flipped classroom follows a considerably positive uptrend 15 PART THREE: CONCLUSION AND SUGGESTION I CONCLUSION Digital learning is replacing traditional educational methods more and more each day With how rapidly classrooms are changing, it is best to forget methods you may remember from when you were in school and start thinking about newer teaching and learning techniques based on digital learning tools and technologies The inclusion of digital learning in the classrooms can vary from simply using tablets instead of paper to using elaborate software programs and equipment as opposed to the simple pen This could entail using sites, services, programs, teaching tools, and technologies like study aids built for at-home use Even social networks and communications platforms can be used to create and manage digital assignments and agendas Irrespective of how much technology is integrated into the flipped classroom, digital learning has come to play a crucial role in education It empowers students by getting them to be more interested in learning and expanding their horizons II SUGGESTION There are different ways a teacher can motivate and facilitate autonomous learning through learner training in class It must be kept in mind, though that improving autonomous learning abilities is not about making students work independently; instead it should assist the students in developing skills that would convert the students into becoming good learners, taking responsibility for learning and be able to apply these skills into any new learning situation (Mynard and Sorflaten 2003) Learner autonomy does not appear unexpectedly from the learner but is developed from the learner’s communication with the society with which he belongs (Cotterall, 1999) Teachers and educators therefore have to be patient and allow the development of autonomous learning in their students They should enable the timedependent process for learners to know how to be responsible for their own education through methods and techniques The Headmaster’s identification Thanh Hoa, the third of May, 2022 I ensure that this study has been written by me The writer Bui Thi Tu 16 REFERENCES DeLozier, S J., & Rhodes, M G (2017) Flipped classrooms: a review of key ideas and recommendations for practice Educational Psychology Review Jensen, J L., Kummer, T A., & Godoy, P D D M (2015) Improvements from a flipped classroom may simply be the fruits of active learning CBE—Life Sciences Education Kerr, B (2015) The flipped classroom in engineering education: A survey of the research In 2015 International Conference on Interactive Collaborative Learning (ICL) Lage MJ, Platt GJ, and Treglia M (2000) Inverting the classroom: A gateway to creating an inclusive learning environment The Journal of Economic Education Source://blog.edmentum.com/flip-your-classroom Source: "What Is Flipped Learning?" (Flipped Learning Network, 2014) Source: https://customwritings.co 17 Appendix No.1 Survey no.1 Questionnaire Realities of learner autonomy at Nhu Thanh High School Question 1: You have chances to communicate in English with others in the classroom? A Always B Sometimes C rarely D never Question 2: Searching information about lessons without digital tools seems to be A Abundant B independent C dependent D limited Question 3: In a traditional class, you have time to put knowledge into practice so that you can improve your communication skills? A much time B enough time C little time Question 4: Do you often prepare the new lessons before the class? A Always B sometimes C rarely D never Question 5: Are you self-motivated and responsible for planning learning, setting goals and selecting learning strategies? A Yes B maybe C no Question 6: Do you have freedom to control your learning strategies for textbook? Yes B Maybe C no 18 Appendix No.2 Survey no.1 Questionnaire Applying digital tools in flipped classroom model Question 1: Do you feel more self-motivated to finish your assignments/project by using digital tools? A yes B no C maybe Question 2: How you feel about the time to finish your assignments with digital tools and flipped classroom? A very independent B independent C dependent D very dependent Question 3: Do you agree that flipped classroom model help you have more time to practice English? A strongly agree B agree C neutral D disagree E strongly disagree Question 4: Which way helps you have more time to discuss the lessons/ assignments/ projects? A discussion through some digital tools: Padlet, Slido, B face-to-face discussion in the classroom C others Question 5: While applying flipped classroom model, you often study the lessons before the discussion in class? A always B often C sometimes D rarely E never Question 6: Using digital tools and flipped classroom model helps you improve your soft skills such as: information searching, time-management, leadership, ? A strongly agree B agree C neutral D disagree E strongly disagree Question 7: How your English communication skills change after using digital tools in the flipped classroom? A better B stable C worse Question 8: Flipped classroom model and digital tools help you be more selfmotivated to set your own goals, select your learning strategies, selfassessment, ? A strongly agree B agree C neutral D disagree E strongly disagree 19 Appendix No.3 20 ... title ? ?Applying digital education tools in Flipped Classroom model to help students improve their autonomous learning at Nhu Thanh High School? ?? III RESEARCH QUESTIONS This study aims at finding... becomes the students' guide and supporter at their educational path to learning Therefore, in this study I present a subject ? ?Applying digital education tools in Flipped Classroom model to help students. .. answer to the following research question: How can ? ?Digital education tools used in Flipped Classroom Model? ?? help the students at Nhu Thanh High School promote their learner autonomy? The question