A MOOC-based Flipped Classroom Model: Reflecting on pre-service English language teachers’ experience and perceptions

Muhammed Özgür Yaşar; Mustafa Polat

doi:10.17275/per.21.81.8.4

EN

A MOOC-based Flipped Classroom Model: Reflecting on pre-service English language teachers’ experience and perceptions

Abstract

The flipped classroom (FC) model has recently gained an increasing interest in higher education. Similarly, Massive Open Online Courses (MOOCs) have attracted international attention in the literature. However, a review of previous studies suggests that although a MOOC-based FC model have often been advocated in theory, it has consistently been disregarded in practice. Therefore, the main significance of this study lies in its implementation of a MOOC-based FC model in an English Language Teaching (ELT) program for pre-service English language teachers for the first time in a Turkish context, and possibly in the literature. Moreover, the study explores their perceptions of a MOOC-based FC model and its effects on their academic achievement. In this regard, the study provides an exciting opportunity to advance our knowledge of the MOOC-based FC model in teacher education, especially in the field of ELT. The study took place at a state university in Turkey with 27 pre-service English language teachers in the 2019-2020 academic year. The methodological approach adopted in this study was a mixed-methods research design, benefiting from both quantitative and qualitative data collection techniques. It followed a pre-experimental research design, involving the One-Group Pre-test - Post-test Design. A four-week intervention of MOOC-based FC implementation took place between the pre-test and the post-test. Taking the findings of this study into account, some stakeholders, e.g., educators, teacher trainers, policymakers, administrators, other professionals might consider integrating a MOOC-based FC model into their traditional classroom settings or creating a blended course that incorporates a MOOC into their existing face-to-face programs.

Keywords

Flipped Classroom , EFL learners , Pre-service English Language Teachers , MOOC , Connectivism

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Muhammed Özgür Yaşar ^*
0000-0002-7167-2192
Türkiye

Mustafa Polat
0000-0001-9803-2833
Türkiye

Publication Date

December 1, 2021

Submission Date

November 22, 2020

Acceptance Date

March 28, 2021

Published in Issue

Year 2021 Volume: 8 Number: 4

DOI

https://doi.org/10.17275/per.21.81.8.4

IZ

https://izlik.org/JA86BX87XH

APA

Yaşar, M. Ö., & Polat, M. (2021). A MOOC-based Flipped Classroom Model: Reflecting on pre-service English language teachers’ experience and perceptions. Participatory Educational Research, 8(4), 103-123. https://doi.org/10.17275/per.21.81.8.4

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A MOOC-based Flipped Classroom Model: Reflecting on pre-service English language teachers’ experience and perceptions

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A MOOC-based Flipped Classroom Model: Reflecting on pre-service English language teachers’ experience and perceptions

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