Evaluating an inclusive blended learning environment in EFL: a flipped approach

Andújar, Alberto; Nadif, Fátima Zahra

doi:10.1080/09588221.2020.1774613

Cited by 25 publications

(21 citation statements)

References 22 publications

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“…For instance, in the study of [19], PE affected significantly the use of M-learning by EFL teachers. Other studies that deployed TAM used the usefulness which is similar to PE and found that this variable has an important effect on the use of M-learning by EFL teachers [3], [14], [15]. In this study, the PE is expected to affect positively the readiness of EFL teachers to use M-learning.…”

Section: Performance Expectancy and Readinessmentioning

confidence: 68%

“…Against this background, prior literature tends to be descriptive in nature. Most of previous studies attempted to describe the level of readiness without examining the causality between predictors or antecedents of the readiness of EFL teachers to use the M-learning [3], [14], [15]. Prior literature also focused on the readiness of students while the teacher who is the core of the educational process has received less attention [16], [17].…”

Section: Introductionmentioning

confidence: 99%

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The readiness of Iraqi EFL teachers to use mobile learning in teaching English in schools

Mussa¹,

Sazalli

2021

IJEECS

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The importance of mobile learning (M-learning) has increased during the outbreak of Coronavirus disease 2019 (COVID-19). Level of English foreign language (EFL) teachers to use the technology should be assessed to understand the perception and readiness of EFL teachers to use M-learning. Building on existing literature, this study proposed that performance expectancy, effort expectancy, social influence and facilitating condition will affect positively the readiness to use M-learning. The study also proposed attitude as a mediator and technology self-efficacy as a moderator. The data was collected from 163 EFL teachers in Iraq. The findings showed that facilitating condition, performance expectancy, effort expectancy, and social influence affected positively the readiness to use M-learning. Attitude fully mediated the effect of performance expectancy, effort expectancy, social influence on readiness to use M-learning. Technology self-efficacy did not moderate the effect of the variables but it has a significant direct effect on readiness to use M-learning. Decision makers are recommended to enhance the infrastructure and to initiate training courses to enhance the information technology knowledge of the EFL teachers.

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Section: Performance Expectancy and Readinessmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

The readiness of Iraqi EFL teachers to use mobile learning in teaching English in schools

Mussa¹,

Sazalli

2021

IJEECS

View full text Add to dashboard Cite

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“…Research should always be designed and involve students with physical and cognitive disabilities since good learning is needed [35]. It will need new technological tools before the class and then specific resources for this group and a personalized evaluation to know the progress and what kind of feedback can be done to obtain better results in these students.…”

Section: Problem Formulation and Methodologymentioning

confidence: 99%

Educational Innovation in the Evaluation Processes within the Flipped and Blended Learning Models

Yangari

Inga

2021

Education Sciences

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Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared with studies based on technological achievements and accessible data Tics. Therefore, this article proposes educational innovation in the evaluation processes within the FL and BL learning models to ensure active and interactive education. In this work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus databases has been carried out, thus making it possible to identify countries and universities with constant and relevant use of these learning models, as well as a comparison with these databases of articles, citations and their global impact. On the other hand, a survey was conducted with 41 teachers of different subjects and 385 students from elementary school to high school using the Likert scale. The questions were represented in perception values with their respective analysis of results and evaluations about these learning models, technological resources, flexible curriculum, learning before class, autonomous learning, and future professional competencies, which will help us know the existing motivation between them.

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“…They use online instructional videos that are often accompanied by captions and sign language, which can effectively help students with physical challenges better understand the language they are learning. In addition, by using elearning videos, teachers can have more time to focus on students who need attention, such as students with autism [13]. Many students with disabilities think this teaching method is great, and they maintain a positive attitude toward this teaching method.…”

Section: Hybrid Learningmentioning

confidence: 99%

Blended Learning in Hospitality Education and Training: Review and Discussion

Hai¹

2021

Advances in Social Science, Education and Humanities Research

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The purpose of this paper is to examine current hotel training approaches and programs and to explore the potential impact of blended learning on hotel training, and discuss some possibilities. The paper is divided into three parts, introduction, literature review, and discussion. The analysis of the literature shows that it is feasible to use blended learning methods in hotels. This is followed by a discussion section in which a simple idea and design for a feasible, conceptual hotel training are presented, incorporating online courses and offline training. The paper concludes by presenting the importance and limitations of this paper and ultimately provides some direction for future research.

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Evaluating an inclusive blended learning environment in EFL: a flipped approach

Cited by 25 publications

References 22 publications

The readiness of Iraqi EFL teachers to use mobile learning in teaching English in schools

The readiness of Iraqi EFL teachers to use mobile learning in teaching English in schools

Educational Innovation in the Evaluation Processes within the Flipped and Blended Learning Models

Blended Learning in Hospitality Education and Training: Review and Discussion

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