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

Yıl 2021, Cilt: 8 Sayı: 4, 103 - 123, 01.12.2021

Muhammed Özgür Yaşar , Mustafa Polat

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

Cited By: 6

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• 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.