Perspectives on a flipped ‘English language teaching methods course’ and the association of satisfaction with digital learner characteristics

Korucu-Kis, Saadet

doi:10.1080/02607476.2021.2005452

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…According to Turan and Akdag-Cimen (2020), this might be since students at the tertiary level are more likely to regulate their studies. Apart from this autonomy issue, it must also be noted that university students are considered to be more competent using technology in their studies, and they access the Internet and technological devices more easily for their academic purposes (Korucu-Kis, 2021).…”

Section: Discussionmentioning

confidence: 99%

A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review

Baltaci¹

2022

Turkish Online Journal of Distance Education

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This study aims to explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, Eric and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students’ perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students’ achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.

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Section: Discussionmentioning

confidence: 99%

A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review

Baltaci¹

2022

Turkish Online Journal of Distance Education

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“…The use of flipped learning, for example, where directly instructed content is taught asynchronously using video resources, has increased in recent years (Karabulut-Ilgu, Jaramillo Cherrez, & Jahren, 2018). Yet, the student perspective on flipped models to effect meaningful learning are not consistently positive (Hao, 2016, Korucu-Kis, 2022. Prospective students also hold relatively favourable views of lectures (Sander et al, 2000, Kugler, Gogineni, & Garavalia, 2019 despite the ongoing debate in the pedagogical community about the value of the lecture (French & Kennedy, 2017).…”

Section: Introductionmentioning

confidence: 99%

How, Where, And When Do Students Experience Meaningful Learning?

Andrews,

Van Lieshout,

Bhatta Kaudal

2023

IJISME

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Meaningful learning occurs when learners actively connect new information to prior knowledge, leading to benefits in engagement and knowledge retention and transfer. Consequently, STEM courses increasingly seek to employ such practices in their programs. Currently, little is known about students’ beliefs regarding the value of meaningful learning and which formats promote it. However, insight into the student perspective is essential to effectively (re)design courses to support this type of learning. We surveyed a large cohort of biosciences students (N = 321) to determine which class formats (lectures, workshops, practicals) and delivery modes (online, face-to-face) they believe maximise opportunities for meaningful learning. Likert scale questions and inductive thematic analysis of open-ended questions showed students believe meaningful learning is most likely during in-person workshop or practical sessions, mainly through knowledge application, problem solving, and interaction with peers and educators. By contrast, students view inadequate opportunities to check understanding, lack of engagement or challenge, and difficulty interacting with peers and educators as barriers to meaningful learning. These findings provide a framework for educators to increase opportunities for students to engage in meaningful learning in their courses.

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Impact of question presence and interactivity in instructional videos on student learning

Deng,

Yang,

Shen

2024

Educ Inf Technol

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Perspectives on a flipped ‘English language teaching methods course’ and the association of satisfaction with digital learner characteristics

Cited by 3 publications

References 13 publications

A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review

A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review

How, Where, And When Do Students Experience Meaningful Learning?

Impact of question presence and interactivity in instructional videos on student learning

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