INTRODUCTION
Rationale
The Covid-19 pandemic led to a global shutdown, disrupting education as schools and universities transitioned to online learning In response, many educational institutions adopted effective strategies to continue the teaching and learning process, with flipped learning emerging as a key approach This method emphasizes student engagement both inside and outside the classroom, facilitating a more interactive educational experience.
The flipped learning approach, introduced in 2014, emphasizes pre-class input through recorded video lessons, allowing students to engage more in practical language exercises during class time According to Brown (2007), this method optimizes classroom time for discussions and provides extensive materials on the same topic, enhancing immediate feedback and comprehension Bergmann and Sam (2021) highlight that flipped learning enables students to study independently, offering flexibility to learn anytime and anywhere Lockwood (2014) notes that this approach fosters higher-order thinking skills such as synthesis, application, and evaluation Particularly during the Covid-19 pandemic, flipped learning became integral to blended learning, utilizing online platforms for content delivery before class, which enhances activities like problem-solving and discussions This study aims to explore the effects of the flipped learning approach on upper secondary school students, focusing on its effectiveness and feasibility as perceived by the learners.
“Flipped Learning for EFL High School Students in the Covid 19 Pandemic”.
Hopefully with the suggested techniques and tools, teachers can use them as a source of reference in their teaching process.
Aims of the study
The aims of the study are as follows:
- To provide a brief review of flipped learning used to teach students in English lessons during the time of Covid 19
- To suggest stages of flipped learning used in lessons
- To explore the perception of teachers and learners to this approach in practice
Scope of the study
This study explores the techniques and tools utilized for flipped learning at the upper secondary level, focusing on teachers and learners from high schools in Vinh City It highlights the advantages of implementing a flipped classroom model in language education, including enhanced active learning, a strengthened role for teachers, more efficient and interactive use of time, improved peer learning, better content delivery control, observable knowledge assimilation, and the ability for students to learn on demand Additionally, this approach has proven particularly effective during the pandemic, positioning it as a superior alternative for language instruction.
Organization of the study
The study will consist of the following parts:
This part consists of the rationale, aims, scope, and organization of the study.
CONTENT
Theoretical Background
Flipped learning, pioneered by Jonathan Bergmann and Aaron Sam, redefines the traditional educational model by shifting lectures and theoretical content to individual study through recorded classes or videos, while classroom time is dedicated to interactive exercises and tasks (Bergmann & Sam, 2012) This approach was further adapted during the COVID-19 pandemic by Khan and Oiriddine Abdou (2020), who emphasized the importance of students preparing lessons beforehand to enhance participation and understanding during class The Flipped Learning Network describes this pedagogical method as transitioning direct instruction from group learning spaces to individual ones, transforming classrooms into dynamic environments where educators facilitate student engagement and application of concepts Additionally, Barbara Walvoord and Virginia Johnson Anderson advocate for this model in their book "Effective Grading" (1998), suggesting that students should encounter new material prior to class to focus on higher-order cognitive skills during lessons Many scholars, including Fitzpatrick (2012) and Berrett (2012), agree that flipping the classroom allows students to tackle complex problem-solving and discussions in class, aligning with Bloom’s taxonomy (2001) by enabling learners to engage in higher cognitive processes while reserving foundational knowledge acquisition for outside the classroom.
“first exposure” occurs via lecture in class, with students assimilating knowledge through homework
Flipped learning offers numerous advantages for students, as it optimizes classroom time for discussions and allows for the provision of extensive materials (Brown, 2007) This approach enhances learning by delivering immediate feedback, which significantly boosts comprehension of the content Moreover, it contrasts sharply with traditional classroom methods, highlighting the distinct benefits of the flipped classroom model.
Table 2.1: The Difference of Class Time in Traditional Versus Flipped Classroom Traditional Classroom Flipped Classroom
Warm-up activity 5 min Warm-up activity 5 mins
Go over previous night’s homework
5 min Question and answer time on video
Lecture new content 15 Guided and independent practice and/or lab activity
Guided and independent practice and/or lab activity
The flipped classroom model restructures learning by shifting content delivery to outside the classroom through videos, allowing students to clarify concepts and ask questions during class time This approach helps address misconceptions before they lead to incorrect applications The classroom is then utilized for hands-on activities and problem-solving, promoting active learning—an essential component that traditional classrooms often lack due to limited time for reflection and interaction Research by Prince (2004) emphasizes that active learning involves meaningful engagement with the material, which is facilitated in the flipped classroom by fostering collaboration through activities like problem-solving and case studies As a result, more time is allocated for practical applications rather than theoretical study, enhancing student engagement and learning outcomes.
Flipped learning significantly enhances classroom dynamics by promoting active learning and optimizing time usage, allowing for increased face-to-face interaction among students This method fosters peer learning, improves content delivery, and supports on-demand knowledge acquisition (Alias, 2010) Furthermore, it enables learners to study anytime and anywhere, breaking the constraints of traditional classrooms By blending lectures with technology, flipped learning facilitates a customized educational experience that accommodates flexible hours and diverse learning styles This approach not only enriches the learning experience but also boosts student engagement, leading to deeper, more meaningful learning outcomes Additionally, peer-to-peer assessment encourages students to gain new insights and improve their understanding of the subject matter.
2.1.3 The Role of Teacher and Learners in Flipped Learning
In the flipped classroom, the roles of teachers and students evolve significantly, emphasizing the importance of interaction among participants in the educational process Students gain control over their learning by studying at their own pace, accessing resources anytime and anywhere, and receiving online support from teachers and peers through chats and forums This continuous access to materials ensures that students can keep up with the curriculum, even if they miss classes According to Marsh (2012), the technology used in flipped classrooms fosters collaboration through group projects and peer assessments, where students provide feedback based on established criteria These collaborative efforts encourage students to learn from each other, enhancing their responsibility and motivation for their own education Ultimately, learners become more self-directed and autonomous, transforming them into active participants in their educational journey.
The flipped classroom technology transforms the teacher's role from delivering knowledge to facilitating student learning In this model, students are encouraged to take charge of their own learning, necessitating that teachers provide support and guidance Educators must act as mentors, particularly for those who lack experience in self-directed learning, helping them develop time-management skills to enhance their educational efficiency.
The flipped classroom model emphasizes e-learning activities that foster student engagement, requiring teachers to cultivate a supportive online environment for peer interaction As facilitators, teachers take on diverse roles, including motivating students, guiding their progress, providing feedback, and maintaining their enthusiasm for learning (Marsh, 2012) This approach is particularly significant in foreign language education, where interaction among teachers and learners is crucial However, integrating flipped classroom technology presents challenges, such as the additional workload for teachers in designing course content and creating learning materials Despite this, the successful implementation of electronic courses allows teachers more time for research and methodological development It's essential to ensure that all components of the course are cohesively connected, with every task assessed to enhance student motivation and learning efficiency Additionally, some students may resist the shift from traditional classes to e-learning due to concerns about losing personal interaction; therefore, it is important to clarify the benefits of flipped classroom technology and the various communication tools available, such as chats, forums, and video conferences.
CONCLUSION
Conclusion
This study sheds light on the delivery of instruction in education of the 21st century
Technology has revolutionized access to information through mobile devices, allowing students to learn independently without relying solely on teachers for resources This shift promotes student-centered learning, where educators transition from traditional instructors to facilitators, guiding students in an asynchronous learning environment In this context, students take control of their own learning at their own pace The flipped classroom model exemplifies this transformation, enabling teachers to move from being the "sage on the stage" to a supportive "guide on the side" (Johnson, 2013).
Transitioning to a new pedagogical approach, such as the flipped classroom model, requires time for integration into existing classroom practices Initially, instructors and students may experience discomfort due to a shift from traditional information transmission methods Understanding this potential unease is essential for those adopting the flipped classroom, as any change, regardless of its success, can lead to challenges among participants (Knight and Wood, 2005).
This study illustrates how instructors can adapt their teaching methods in a flipped classroom setting, emphasizing self-paced, student-centered learning At the course's outset, students were informed about the tasks they needed to complete, allowing them ample time for preparation while adhering to assignment deadlines Crucially, students were provided with significant opportunities to reflect on their own learning processes.
This study illustrates the implementation of a flipped classroom model, highlighting that while it can be challenging for teachers to embrace innovative approaches, adopting a more student-centered and dynamic teaching style can enhance satisfaction for both educators and students regarding the learning experience.
Teaching Implication
While teachers often worry about students not completing homework or engaging with content outside of class, it's important to recognize that some students will always struggle with these responsibilities Implementing strategies like the Flipped Classroom may not resolve this issue To address this, educators can allow students who haven't prepared to watch instructional content during class, perhaps in a separate room or the school library This approach enables these students to catch up while their peers collaborate and assist each other with the material they have already reviewed.
Some educators express concerns that students may struggle to seek clarification during recorded lessons and adapt to new teaching methods, particularly when they are accustomed to traditional, teacher-centered lectures Transitioning to a more active learning approach will require time for students to adjust To facilitate this change, it is advisable for teachers interested in implementing Flipped Learning to introduce the concept at the start of a new school year, clearly communicating this plan to students on the first day.
Ensuring that all students have access to computers or the internet at home can be a significant challenge for educators If achieving this is not feasible, teachers can explore alternative solutions for content delivery, such as utilizing articles, providing computer access at school, or allowing students to use their personal cell phones.
Limitation
Due to time constraints, this study involved a limited sample size of 120 students It primarily recommends various in-class activities that can be broadly applied across different classrooms and educational contexts However, teachers are encouraged to modify these activities to better suit the specific needs of their students.
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