Fostering Learning Autonomy Through the Implementation of Flipped Learning in Language Teaching Media Course

Wulandari, Mega

doi:10.24071/ijiet.2017.010209

Cited by 15 publications

(21 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Purnama (2017, p. 1) mentions that "By highlighting youths' characteristics that tend to be visual and addicted to rapid information, memes and Instagram may be used as one of the strategies to develop an innovative teaching and learning process." It is in line with Wulandari (2017) who suggests that flipped classroom in digital environment gives positive learning atmosphere. Although the meaning of engagement may be the same both in online learning activities and in conventional classroom, it might be different in challenges (see Isworo, 2016, p. 12) and barriers.…”

Section: Introductionsupporting

confidence: 71%

English Teacher Participants’ Engagement in Online Learning Session of Teaching Profession Certification Program

Prihatin

2018

IJIET

View full text Add to dashboard Cite

This research analyzed the engagement of English teachers who participated in the preparation of the Teaching Profession Certification Program in Sanata Dharma University. There were 70 English teachers from schools in Central Java who participated in the online learning session before they followed the workshop session. The results showed that the level of active participation of the participants in the online learning session was very low. Although the mean score of the frequency of access (x = 42.39) was above the expected frequency of access (24), the mean score of frequency of message (x = 9.32) was far below the expected frequency of message (72). There were no significant differences between male and female participants and both the frequency of access and the frequency of messages. The frequency of access indicated a weak correlation with the scores of final examination (r = 0.21, p < .05), but the correlation between the frequency of access and the final examination scores did not significantly exist (r = 0.02, p > .05). It is recommended that future attempts to investigate online activities in professional development programs for English teachers should encourage instructors and participants to be more engaged in their online learning activities.

show abstract

Section: Introductionsupporting

confidence: 71%

English Teacher Participants’ Engagement in Online Learning Session of Teaching Profession Certification Program

Prihatin

2018

IJIET

View full text Add to dashboard Cite

show abstract

“…The use of technology in an Indonesian context fosters learner autonomy, reduces anxiety, and improves critical thinking skills (Pasaribu, 2016;Pasaribu & Iswandari, 2019;Prasetyawati & Ardi, 2018;Wulandari, 2017). Seeing the advantages of using technology in the classroom, EFL teacher candidates in the English Language Education Study Program are strongly encouraged to take CALL, a course offered for the English Language Education Study Program.…”

Section: Computer Assisted Language Learning (Call)mentioning

confidence: 99%

“…I am sure that the information is more complete in the reading materials. (FGD_R4) From the text in bold, it was revealed that the students show behavioral engagement in terms of reading the materials outside the class in advance of class meetings (Basal, 2015;Webb, Doman, & Pusey, 2014;Wulandari, 2017). F7 suggests that the students think being able to prepare for the materials before the class is ideal.…”

Section: Flipping the Classmentioning

confidence: 99%

“…Technology is believed to have enhanced language teaching (Basal, 2015;Cakir, 2013;Franklin, 2011;Giron-Garcia, 2015;Lee & Wallace, 2018a;Yang, Chuang, Li, & Tseng, 2013). The use of technology in an Indonesian context fosters students' autonomy (Ardi, 2017;Wulandari, 2017), raises their writing engagement (Prasetyawati & Ardi, 2020), reduce anxiety (Pasaribu, 2016), and improves critical thinking skills (Pasaribu & Iswandari, 2019). Not only does it empower students' learning process, but technology facilitates teaching for developing materials, instructional testing, and assessment.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Efl Teacher Candidates’ Engagement in Mobile-Assisted Flipped Classroom

Pasaribu¹,

Wulandari²

2021

Turkish Online Journal of Distance Education

Self Cite

View full text Add to dashboard Cite

“…Other studies have also improved student performance after introduction of the flipped classroom [18][19][20][21]. Previous research has also shown that after participating in the flipped class, students reported that they had 'enjoyed' the class, were 'actively participating,' had 'autonomy in learning,' and experienced an increase in their 'motivation to learn' [22,23].…”

Section: Introductionmentioning

confidence: 99%

Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students

Ito

Watanabe

Fukuzawa

et al. 2021

Medical Education Online

View full text Add to dashboard Cite

In May 2019, the World Health Assembly, in an unprecedented move, endorsed the inclusion of traditional medicine in the International Classification of Diseases, 11th Revision. In Japan, traditional medicine (known as Kampo) is regulated by the government and prescribed by over 90% of physicians along with modern medicine under the national health insurance system. Although Kampo education must be included in Japan's core medical curricula, there are significant challenges to implementation. In the educational context, the flipped classroom teaching method has received considerable attention in recent years. This study developed a Kampo e-learning program and verified the effectiveness of a flipped classroom using Kampo e-learning. The Kampo e-learning Committee determined three courses and assigned an administrator for each. The administrators appointed lecturers who developed Kampo e-learning lessons. Physicians, pharmacists, medical students, and pharmacy students were asked to participate in the e-learning program, and their comments and suggestions were collected after program completion. The flipped classroom was evaluated by implementing Kampo e-learning in the Kampo session with fourth-year students at Keio University School of Medicine in Japan. Seven courses were created, including four based on volunteer suggestions. The 'Systematic Kampo Curricula' featured 88 lessons developed by 54 Kampo specialists. Out of 118 fourth-year medical students who participated in the flipped classroom, 113 registered for the Kampo e-learning program, 100 attended the session, and 88 answered the post-session questionnaire. Among the students who answered the questionnaire, 86.4% were satisfied with the flipped classroom, 79.5% replied that the program made them understand Kampo and 80.7% stated that it should be adopted. The flipped classroom using Kampo e-learning program was shown to be attractive in one medical school. Further expanded study is necessary in the near future to reveal the usefulness of the flipped classroom of Kampo learning.

show abstract

Fostering Learning Autonomy Through the Implementation of Flipped Learning in Language Teaching Media Course

Cited by 15 publications

References 2 publications

English Teacher Participants’ Engagement in Online Learning Session of Teaching Profession Certification Program

English Teacher Participants’ Engagement in Online Learning Session of Teaching Profession Certification Program

Efl Teacher Candidates’ Engagement in Mobile-Assisted Flipped Classroom

Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students

Contact Info

Product

Resources

About