Research Article
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Year 2021, , 103 - 123, 01.12.2021
https://doi.org/10.17275/per.21.81.8.4

Abstract

References

  • Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.
  • 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.
  • Bralić, A., & Divjak, B. (2018). Use of moocs in traditional classroom: blended learning approach. European Journal of Open, Distance and E-learning, 21(1). Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning and Teaching, 9(2), 187.
  • Cambridge Assessment English (2019). Teaching English Online. In FutureLearn. Online Course. Retrieved October 7, 2019, from https://www.futurelearn.com/courses/online-tutoring
  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin Company.
  • 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.
  • Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate: Journal of online education, 4(5).
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
  • Deslauriers, L., & Wieman, C. (2011). Learning and retention of quantum concepts with different teaching methods. Physical review special topics-physics education research, 7, 1-6.
  • Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course. British Journal of Educational Technology, 49(3), 479-491.
  • Fattah, Said Fathy El Said Abdul (2017), The effectiveness of adopting flipped learning approach in an applied linguistics course for university students, British Journal of English Linguistics, 5(1), 32-43.
  • Faulkner, G. E. J., & Taylor, A. H. (2005). Exercise and mental health promotion. In G. E. J. Faulkner & A. H. Taylor (Eds), Exercise, health, and mental health: Emerging relationships (pp. 1-9). Abingdon, Oxon: Routledge.
  • Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
  • FutureLearn (2019). Teaching English Online. In FutureLearn. Online Course. Retrieved October 16, 2019, from https://www.futurelearn.com/courses/online-tutoring
  • Flipped Learning Network. (2014). The four pillars of F-L-I-P. Retrieved on May 09, 2020 from www.flippedlearning.org/definition
  • Ghadiri, K., Qayoumi, M. H., Junn, E., Hsu, P., & Sujitparapitaya, S. (2013). The transformative potential of blended learning using MIT edX’s 6.002 x online MOOC content combined with student team-based learning in class. Environment, 8(14), 14-29.
  • Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical Teacher, 38(10), 1064-1069.
  • Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Springer.
  • Hung, H.T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. doi:10.1080/09588221.2014.967701
  • Johnson, L., & Renner, J. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement. (Unpublished doctoral dissertation). University of Louisville, Louisville, Kentucky.
  • Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103.
  • Li, Y., Zhang, M., Bonk, C. J., & Guo, Y. (2015). Integrating MOOC and flipped classroom practice in a traditional undergraduate course: Students' experience and perceptions. International Journal of Emerging Technologies in Learning, 10(6).
  • Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324.
  • McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.
  • Orsini-Jones, M., Conde Gafaro, B., & Altamimi, S. (2017). Integrating a MOOC into the postgraduate ELT curriculum: reflecting on students’ beliefs with a MOOC blend. In Q. Kan & S. Bax (Eds), Beyond the language classroom: researching MOOCs and other innovations (pp. 71-83). Research-publishing.net.
  • Phi, M. T. (2018). Integrating a MOOC into the MA curriculum: an ‘expert’ student’s reflections on blended learning. In M. Orsini-Jones & S. Smith (Eds), Flipping the blend through MOOCs, MALL and OIL – new directions in CALL (pp. 25-31). Research-publishing.net.
  • Ramlogan, S., Raman, V., & Sweet, J. (2014). A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology. European Journal of Dental Education, 18(1), 31– 38.
  • Sandeen, C. (2013). Integrating MOOCs into traditional higher education: The emerging “MOOC 3.0” era. Change: The magazine of higher learning, 45(6), 34-39.
  • Sherrow, T., Lang, B., & Corbett, R. (2016). The flipped class: Experience in a university business communication course. Business and Professional Communication Quarterly, 79(2), 207-216.
  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. ElearnSpace, everything elearning. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
  • Snowden, K. E. (2012). Teacher perceptions of the flipped classroom: using video lectures online to replace traditional in-class lectures. (Master’s thesis). Retrieved from http://digital.library.unt.edu/ark:/67531/metadc149663/m2/1/high_res_d/thesis.pdf.
  • Song, M., Song, Y., & Wei, Z. (2015, November). A teaching model of flipped classroom based on mooc. In 2015 Eighth International Conference on Internet Computing for Science and Engineering (ICICSE) (pp. 269-272). IEEE.
  • Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307-324.
  • Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
  • Strohmyer, D. (2016). Student perceptions of flipped learning in a high school math classroom. (Doctoral dissertation, Walden University). Retrieved from http://scholarworks.waldenu.edu/dissertations/2178/
  • Turan, Z., & Akdag-Cimen, B. (2019). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 1-17.
  • van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. Routledge.
  • Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41(1), 25-41.
  • Xinying, Z. (2017). Researching into a MOOC embedded flipped classroom model for college English Reading and Writing course. In Q. Kan & S. Bax (Eds), Beyond the language classroom: researching MOOCs and other innovations (pp. 15-27). Research-publishing.net.
  • Yaşar, M. Ö. (2020). Can MOOCs Promote EFL Learners’ English Communication Skills? Language and Technology, 2(1), 1-15.
  • Yestrebsky, Cherie L. (2016), Direct comparison of flipping in the large lecture environment. In The Flipped Classroom Volume 2: Results from Practice (pp. 1-18). ACS Publications.
  • Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study. International Review of Research in Open and Distributed Learning, 16(2), 69-93.
  • Zappe, S. E., Leicht, R. M., Messner, J., Litzinger, T., & Lee, H. W. (2009). "Flipping" the classroom to explore active learning in a large undergraduate course. In ASEE Annual Conference and Exposition, Conference Proceedings.

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

Year 2021, , 103 - 123, 01.12.2021
https://doi.org/10.17275/per.21.81.8.4

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.

References

  • Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.
  • 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.
  • Bralić, A., & Divjak, B. (2018). Use of moocs in traditional classroom: blended learning approach. European Journal of Open, Distance and E-learning, 21(1). Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning and Teaching, 9(2), 187.
  • Cambridge Assessment English (2019). Teaching English Online. In FutureLearn. Online Course. Retrieved October 7, 2019, from https://www.futurelearn.com/courses/online-tutoring
  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin Company.
  • 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.
  • Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate: Journal of online education, 4(5).
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
  • Deslauriers, L., & Wieman, C. (2011). Learning and retention of quantum concepts with different teaching methods. Physical review special topics-physics education research, 7, 1-6.
  • Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course. British Journal of Educational Technology, 49(3), 479-491.
  • Fattah, Said Fathy El Said Abdul (2017), The effectiveness of adopting flipped learning approach in an applied linguistics course for university students, British Journal of English Linguistics, 5(1), 32-43.
  • Faulkner, G. E. J., & Taylor, A. H. (2005). Exercise and mental health promotion. In G. E. J. Faulkner & A. H. Taylor (Eds), Exercise, health, and mental health: Emerging relationships (pp. 1-9). Abingdon, Oxon: Routledge.
  • Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
  • FutureLearn (2019). Teaching English Online. In FutureLearn. Online Course. Retrieved October 16, 2019, from https://www.futurelearn.com/courses/online-tutoring
  • Flipped Learning Network. (2014). The four pillars of F-L-I-P. Retrieved on May 09, 2020 from www.flippedlearning.org/definition
  • Ghadiri, K., Qayoumi, M. H., Junn, E., Hsu, P., & Sujitparapitaya, S. (2013). The transformative potential of blended learning using MIT edX’s 6.002 x online MOOC content combined with student team-based learning in class. Environment, 8(14), 14-29.
  • Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical Teacher, 38(10), 1064-1069.
  • Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Springer.
  • Hung, H.T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. doi:10.1080/09588221.2014.967701
  • Johnson, L., & Renner, J. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement. (Unpublished doctoral dissertation). University of Louisville, Louisville, Kentucky.
  • Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103.
  • Li, Y., Zhang, M., Bonk, C. J., & Guo, Y. (2015). Integrating MOOC and flipped classroom practice in a traditional undergraduate course: Students' experience and perceptions. International Journal of Emerging Technologies in Learning, 10(6).
  • Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324.
  • McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.
  • Orsini-Jones, M., Conde Gafaro, B., & Altamimi, S. (2017). Integrating a MOOC into the postgraduate ELT curriculum: reflecting on students’ beliefs with a MOOC blend. In Q. Kan & S. Bax (Eds), Beyond the language classroom: researching MOOCs and other innovations (pp. 71-83). Research-publishing.net.
  • Phi, M. T. (2018). Integrating a MOOC into the MA curriculum: an ‘expert’ student’s reflections on blended learning. In M. Orsini-Jones & S. Smith (Eds), Flipping the blend through MOOCs, MALL and OIL – new directions in CALL (pp. 25-31). Research-publishing.net.
  • Ramlogan, S., Raman, V., & Sweet, J. (2014). A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology. European Journal of Dental Education, 18(1), 31– 38.
  • Sandeen, C. (2013). Integrating MOOCs into traditional higher education: The emerging “MOOC 3.0” era. Change: The magazine of higher learning, 45(6), 34-39.
  • Sherrow, T., Lang, B., & Corbett, R. (2016). The flipped class: Experience in a university business communication course. Business and Professional Communication Quarterly, 79(2), 207-216.
  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. ElearnSpace, everything elearning. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
  • Snowden, K. E. (2012). Teacher perceptions of the flipped classroom: using video lectures online to replace traditional in-class lectures. (Master’s thesis). Retrieved from http://digital.library.unt.edu/ark:/67531/metadc149663/m2/1/high_res_d/thesis.pdf.
  • Song, M., Song, Y., & Wei, Z. (2015, November). A teaching model of flipped classroom based on mooc. In 2015 Eighth International Conference on Internet Computing for Science and Engineering (ICICSE) (pp. 269-272). IEEE.
  • Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307-324.
  • Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
  • Strohmyer, D. (2016). Student perceptions of flipped learning in a high school math classroom. (Doctoral dissertation, Walden University). Retrieved from http://scholarworks.waldenu.edu/dissertations/2178/
  • Turan, Z., & Akdag-Cimen, B. (2019). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 1-17.
  • van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. Routledge.
  • Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41(1), 25-41.
  • Xinying, Z. (2017). Researching into a MOOC embedded flipped classroom model for college English Reading and Writing course. In Q. Kan & S. Bax (Eds), Beyond the language classroom: researching MOOCs and other innovations (pp. 15-27). Research-publishing.net.
  • Yaşar, M. Ö. (2020). Can MOOCs Promote EFL Learners’ English Communication Skills? Language and Technology, 2(1), 1-15.
  • Yestrebsky, Cherie L. (2016), Direct comparison of flipping in the large lecture environment. In The Flipped Classroom Volume 2: Results from Practice (pp. 1-18). ACS Publications.
  • Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study. International Review of Research in Open and Distributed Learning, 16(2), 69-93.
  • Zappe, S. E., Leicht, R. M., Messner, J., Litzinger, T., & Lee, H. W. (2009). "Flipping" the classroom to explore active learning in a large undergraduate course. In ASEE Annual Conference and Exposition, Conference Proceedings.
There are 43 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Muhammed Özgür Yaşar 0000-0002-7167-2192

Mustafa Polat 0000-0001-9803-2833

Publication Date December 1, 2021
Acceptance Date March 28, 2021
Published in Issue Year 2021

Cite

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