EFL Students’ Perceptions of Activeness During the Implementation of Flipped Learning Approach at a Colombian University.

Abstract

Flipped Learning is a pedagogical approach that provides students with more time in class to practice or engage in dynamic tasks in order to promote active learning. Although many studies around the world have studied its effectiveness and impact on academic performance, few have explored students’ perceptions of this approach. This case study was carried out in order to explore students’ perceptions of activeness during the implementation of a Flipped Learning approach. The participants were 84 students from a state university in Colombia who were taking English as a complementary subject as part of their undergraduate degree programs. Students were exposed to this approach during a 16-week period in which they carried out different pre-class, during-class, and post-class activities. Data collection instruments were designed based on the first three pillars of the approach (Flexible Environment, Learning Culture and Intentional Content). Data were collected through immediate feedback, a questionnaire, and a focus group interview, and were then analysed in light of these three pillars. The data indicated that students felt there was more engagement, their voices were heard, they felt increased ownership of their learning, and they demonstrated a positive opinion towards collaborative work. Key words: Flipped Learning, Active Learning, Activeness, ELT, perceptions.

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

“…Thirty-seven of the articles indicate the positive influence of the flipped learning approach on students’ soft skills such as “improvement in note-taking ability”, “less procrastination”, “increased academic identity”, “increased ownership of student learning” (e.g., Chivata and Oviedo 2018 ), “more autonomy and self-directedness” (e.g., Narendran et al 2018 ), “enhanced flexibility and interactivity” (e.g., Murray et al 2017 ), “improvement in goal setting and self-management skills” (e.g., Çakıroğlu and Öztürk 2017 ). For example, a UK-based study in medical education was conducted by Gostelow et al ( 2018 ).…”

“…Furthermore, the results of the quantitative research methods contribute to the general applicability of the data. The difficulty of conducting qualitative research (Chivata and Oviedo 2018) and of evaluating flipped learning (Pardo and Mirriahi 2017) was also revealed. This difficulty has been observed in studies undertaken first in the fields of applied sciences and education.…”

A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states

“…Instead of being a passive object of teaching, the students are actively involved in their learning process and have the chance to participate in each step. Therefore, learners' culture has been changed by the advent of flipped learning (Chivata and Oviedo, 2018). Hamden and McKnight (2013) pointed out that "educators use intentional content to maximize classroom time in order to adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, or mastery, or Socratic methods, depending on grade level and subject matter" (p. 15).…”

Experiences of English as Foreign Language student using ICT in their learning process

“…Some teachers have implemented various strategies to achieve the objectives of language learning and strengthening the use of ICT in teaching. For this purpose, approaches such as Flip Learning (Chivatá & Oviedo, 2018;Ramírez, 2018;Ramírez & Buitrago, 2022;), telecollaboration (Ramírez-Lizcano & Cabrera-Tovar, 2020), web-based activities (Ballén, 2014;Cariaga, 2016;Cote Parra, 2015;Galvis Pinzón & Callejas, 2017;Guzmán Gámez & Moreno Cuellar, 2019;Pineda Hoyos & Tamayo Cano, 2016), wikis or blogs (Fandiño Parra, 2012;Ortiz Navarrete & Ferreira Cabrera, 2014;Pascual, 2019), learning management systems (LMS) (Castañeda & Cruz Arcila, 2012;Correa Díaz, 2012;Gunduz & Ozcan, 2017), blended learning (García Trejos, et al, 2018;Gómez-Orjuela, 2021;Quitián Bernal & González Martínez, 2022), and the most recent, emergency remote teaching (ERT) (Castañeda-Trujillo & Jaime Osorio, 2021;Cohen & Calderon Aponte, 2021). All these uses, resources, strategies, and achievements obtained from the inclusion of ICT with EFL teaching present a panorama of possibilities that can be applied in educational contexts such as the rural context (Rojas Rojas, 2019); or teaching education programs (Rincón-Ussa et al, 2020).…”