Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom

Aghaei, Khadijeh; Rajabi, Mojtaba; Lie, Koo Yew; Ajam, Fereshte

doi:10.1007/s10639-019-10039-9

Cited by 28 publications

(34 citation statements)

References 23 publications

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“…Indeed, as a consequence of the global pandemic, education, and in turn, language education around the globe, welcomed a transitional stage from traditional face-to-face classes to online classes. This so-called crisis urged a global lockdown against the pandemic spread so that many educational settings resorted to remote learning (Aghaei, Rajabi, Lie, & Ajam, 2020). Covid-19 pandemic, similar to many global historical events, seems to have a significant impact on higher education so that The New York Times, a newspaper with worldwide influence and readership, raise a provoking question in its issue "Will the Coronavirus Forever Alter the College Experience?"…”

Section: Introductionmentioning

confidence: 99%

“…As a result, the teaching effectiveness of online platforms in educational settings has become one particular concern from the grassroots experiences besides its significant role since the beginning of the new millennium (Aghaei et al, 2020). The research literature has shown that such an approach will create economics of scale and make higher education more affordable for various educational stakeholders such as teachers and learners (Cary, 2015;Selingo, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…As for its effectiveness, issues such as its practicality, feasibility, flexibility, time, and cost-effectiveness when dealing with large samples and a large amount of data have also been addressed in the literature. These researchers also mention that these programs and hence teaching integrated into new online platforms is also of the potentiality to provide real-time feedback, making it an attractive option that is increasingly replacing paper-and-pencil course evaluations (Aghaei & Gouglani, 2016;Aghaei et al, 2020;Barkhi & Williams, 2010;Dommeyer, Baum, Hanna, & Champan, 2004;Hessius & Johansson, 2015;Layne, Decristoforo, & Mcginty, 1999;Nulty, 2008;Risquez, Vaughan, & Murphy, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

AlAdwani¹,

AlFadley²

2022

JEL

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Covid-19 pandemic made a sudden shift of all ages to online learning and distance learning instructions. However, there is a paucity of research to address the possible impacts of the pedagogical shift integrated into new online platforms on learning, interaction, and assessment, especially in higher education settings from the vantage point of EFL students. Framed in a descriptive quantitative study, the main objective of this study includes two folds: a) to identify the possible effects of online learning via Microsoft TEAMS platform during the COVID-19 pandemic on assessment, interaction, and learning English as a foreign language from EFL students’ perception and b) to reveal the possible significant correlation between learning, interaction and online assessment via Microsoft TEAMs. Data were collected using a developed questionnaire consisting of 30 items focusing on three dimensions: interaction, learning, and assessment among 440 EFL students whose major was English at the College of Basic Education in Kuwait. At the significance level of 0.01, the results revealed the effect of online learning via Microsoft TEAMS during the COVID-19 pandemic on learning of English skills, students’ interaction and achievement assessment as perceived by the EFL students in the English Language Department in the CBE was rather high, moderate and moderate and moderate respectively. There is a strong/high statistically significant correlation between Interaction and Assessing (r = 0.538), interaction and Learning (r = 0.747). There is a statistically significant moderate correlation between Assessing and Learning (r = 0.467). This study is of some pedagogical and assessment ramifications for EFL contexts in the pandemic era.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

AlAdwani¹,

AlFadley²

2022

JEL

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“…Unfortunately, faculty members, overwhelmed by the excessive workload of academia, barely managed to record average-level quality videos. All in all, flipped learning seems to bring about increasing pre-class workload for both parties, as also echoed by Aghaei et al (2020), Al-Samarraie et al, (2020, and Arslan (2020). As underlined with the concept of "effort expectancy" in the UTAUT model by Venkatesh et al (2003), this substantial workload increase might lead to a decrease in its quality and a slowdown in its adoption rate.…”

Section: Discussionmentioning

confidence: 89%

“…Yet, in the Web of Science (WoS) Core Collection Database, no scholarly research, to date, involving a rigorous systematic analysis that compares departments in the faculties of education has as yet been undertaken. That is, recent flipped learning studies seem to have addressed the problems of singular disciplines (e.g., Aghaei et al, 2020;Basal, 2015;Hwang & Chang, 2011;Lai, 2021;Lai & Hwang, 2016;Zou, 2020). Moreover, a considerable number of academic efforts have J o u r n a l P r e -p r o o f been limited to only one or very few courses (e.g., Lai & Hwang, 2016;Matich-Maroney & Moore, 2016;Miller et al, 2018;Nuhoğlu-Kibar et al, 2020;Xiao & Kim, 2018), which narrows down the scope of these studies further.…”

Section: Comparing Different Trees To See the Forest Of Flipped Learningmentioning

confidence: 99%

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

Birgili

Demir

2022

Computers & Education

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This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for preclass preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.

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The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom

Arpacı

Başol

2020

Educ Inf Technol

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Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom

Cited by 28 publications

References 23 publications

Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom

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