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Flipped	 Instruction	 in	 English	 Language	 Teacher	 Education:	 A	 DesignbasedStudy	in	a	Complex,	Open-ended	Learning	Environment

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Flipped	 Instruction	 in	 English	 Language	 Teacher	 Education:	 A	 DesignbasedStudy	in	a	Complex,	Open-ended	Learning	Environment

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Source: Peer-Reviewed

Abstract:  This study, focusing on the five members of the design team, seeks to fill several gaps in the literature: the lack of design specifics; data on the use of flipped instruction in teacher education; the need for examination of flipped teacher education contexts.  The participants of this study included 106 teacher education students – 100 female and 6 male students the Introduction to ESL course in their last semester of their teacher education degree program served as participants over two semesters. Although some students in the course had immigrant parents (e.g., Hispanic, Vietnamese, or Chinese), all of them spoke English as their first language. The methodology of this study was qualitative. The majority of the data came from field notes and observational notes.

Findings:  According to the data, some of the ideas from the flipped literature made a difference to student participants’ perceptions of the course. First, the fieldwork was appreciated as an “essential” part of their learning to work in diverse communities. Although some of the students did not reflect as deeply as we had hoped on their field experiences, course documents showed that they appeared to learn something new about themselves and their community. Second, the logs show that roughly 87% of the participants watched the optional videos and provided an answer to a written question that they were useful in understanding the course concepts. Although video use was lower for those videos addressing concepts that were not directly graded and video use declined over the course of the semester, the instructors felt that participants understood the ideas far more quickly than in previous semesters. Finally, the addition of the Chinese Moodle helped students clearly understand the concepts better.

APA citation: Egbert, J., Herman, D., & Lee, H. (2015). Flipped Instruction in English Language Teacher Education: A Design-Based Study in a Complex, Open-Ended Learning Environment. Tesl-Ej, 19(2),

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Flipped Instruction in English Language Teacher Education: A Design-­Based Study in a Complex, Open-­Ended Learning Environment

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Flipped Instruction in English Language Teacher Education: A Design-­Based Study in a Complex, Open-­Ended Learning Environment

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Source: Peer-reviewed

Abstract:  The study compares flipped and traditional face-to-face writing classes on the basis of writing performances.Using a pre- and post-test true experimental design with a control group, the study is based on a mixed-method research. The experimental group consisting of 23 English Language Teaching (ELT) students attending preparatory class were instructed for fifteen weeks through Flipped Writing Class Model while the control group comprising 20 ELT preparatory class students followed traditional face-to-face lecture-based writing class.

Findings: The results indicated that there was a statistically significant difference between the experimental and control groups in terms of their writing performances based on the employed rubric. It was found that the students in the experimental group outperformed the students in the control group after the treatment process.

APA Citation: Ekmekci, E. (2017). The Flipped Context: A Comparative Study on a New Model. Turkish Online Journal Of Distance Education, 18(2), 151-167.

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Conceptualizing “Homework” in Flipped Mathematics Classes

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Conceptualizing “Homework” in Flipped Mathematics Classes

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Source: Peer-reviewed

Abstract: This particular research study's purpose was to find out how does doing "homework" work in flipped mathematics classrooms. This was a qualitative study. The participants of this study were students from secondary schools in Hong Kong. These schools had not adopted the flipped classroom strateg in learning and teaching of any subjects. The targeted students in grade 11.

Findings: The results were that the experimental group's score (39.45) had so significant difference from the control group (38.53)

Citation: Zandra de Araujo, a., Samuel Otten, a., & Salih Birisci, a. (2017). Conceptualizing “Homework” in Flipped Mathematics Classes. Journal Of Educational Technology & Society, (1), 248.

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Biggest Barriers to Digital Learning: Lack of Time, Lack of Devices

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Biggest Barriers to Digital Learning: Lack of Time, Lack of Devices

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Source: Practitioner

Abstract: The biggest barrier to digital learning is the lack of technological access to students. It's important to administrators and teachers to provide the solutions to the lack of devices. A survey from Schoology was taken from education professionals. Most of these professionals were from the United States.

Findings:

Six in 10 respondents (61 percent) work in institutions that have dedicated instructional technologists.

The most common hardware set-up is the shared cart of devices. Those are in place at 33 percent of respondent schools. A quarter of respondents run 1-to-1 programs where students can't take devices home; a similar number have 1-to-1s where they can take them home.

Not quite half of the participating schools (46 percent) have an LMS in place; 20 percent don't, and a solid third (34 percent) don't know. Among those with LMSes, the larger the institution, the less likely they are to mandate LMS use in the classroom. Whereas 39 percent of education entities with 50,000 or more students required LMS use, the share rose to 54 percent in organizations with fewer than 2,000 students.

The survey found that frequency of LMS uses also corresponded to the level of student engagement. The highest proportion of "very engaged" students were found in schools where the LMS was used daily.

APA citation: Schaffhauser09/18/17, D. (n.d.). Biggest Barriers to Digital Learning: Lack of Time, Lack of Devices. Retrieved December 03, 2017, from https://thejournal.com/articles/2017/09/18/biggest-barriers-to-digital-learning.aspx

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Report: 2 in 3 Parents Say Classroom Tech Is Key to Student Futures

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Report: 2 in 3 Parents Say Classroom Tech Is Key to Student Futures

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Source: Practitioner

Abstract: An article from Project Tomorrow and Blackboard states that two-thirds of parents report that effective classroom technology use provides an opportunity for their children to develop college and career skills, according to a new report. Meanwhile, motivating teachers to change their instructional practices is the biggest challenge to adopting digital learning or engaging with new technology, according to school and district technology leaders.

The report, "Trends in Digital Learning: Building Teacher's Capacity and Competency to create New Learning Expereinces for students," is based on a survey of more than 38,000 teachers, 29,000 parents and 4,500 administrators.

Findings:

68 percent of teachers in blended classrooms said that technology helps them to better differentiate instruction;

Responding teachers said they need planning time, access to technology, tech support, professional development and reliable and high quality internet connectivity to effectively integrate digital content and tools;

56 percent of parents reported that they are concerned their children will not learn the right skills in school for success in college or their careers;

Parents were most likely, at 86 percent, to say that critical thinking and problem solving are important skills for their child's future;

Other skills commonly cited by parents include the ability to work with diverse groups, creativity, teamwork and collaboration and leadership;

Technology, cited by 70 percent of parents surveyed, came in fifth;

51 percent of principals and 67 percent of technology leaders surveyed said their greatest challenge in expanding technology use or implementing digital learning is motivating teachers to change their traditional practices;

36 percent of teachers reported using online curriculum, up from 22 percent in 2013;

APA Citation: Bolkan06/29/17, J. (n.d.). Report: 2 in 3 Parents Say Classroom Tech Is Key to Student Futures. Retrieved December 03, 2017, from https://thejournal.com/articles/2017/06/29/2-in-3-parents-say-classroom-tech-is-key-to-student-futures.aspx?s=the_nu_290617

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Teachers in Non-Traditional Classrooms Value Digital Tools for Personalized Learning

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Teachers in Non-Traditional Classrooms Value Digital Tools for Personalized Learning

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Source: Practitioner

Abstract: This articles states that teachers in flipped, blended and virtual classrooms see greater value in digital learning tools than t traditional classrooms. Greater value is especially found in classrooms that incorpate personalized learning. A ccording to a report relased by Project Tommorw, more educators in non-traditional classrooms indicated that, thanks to technology, "they are now providing students with more individualized attention, creating more student-centered learning experiences, helping my students become self-directed learners," and 53 percent said the use of tech "results in students taking greater ownership of their own learning," compared with about a third of educators in traditional classrooms.

Findings: 61% of flipped classroom teachers said that they are able to provide students with more indiviualized instruction. 56% were able to create more student centered learning expereinces. 55% were able to help more students become self-directed learners. 43% were able to spend more time with indivudial students.

APA citation: Nagel09/12/17, D. (n.d.). Teachers in Non-Traditional Classrooms Value Digital Tools for Personalized Learning. Retrieved December 03, 2017, from https://thejournal.com/articles/2017/09/12/tech-savvy-teachers-value-digital-tools-for-personalized-learning.aspx

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Source: Popular

Abstract: This article discusses five pros and cons of the flipped classroom. The first pro is that students have more control. Students are able to pause or rewind their instructional videos to understand certain concepts. Pro #2 is that it promotes student centered learning and collaboration.  It encourages students to teach and learn concepts from each other with the guidance of their teachers. Pro #3 is that lessons and content are more accessible. The fact that videos are involved allows students that have to miss school be able to catch up quicker. Pro #4 is that easier access allows for parents to see what's going on. Flipped classrooms give parents 24/7 access to their student's video lectures.

Findings: Popular sources may not have a study.

APA citation: 10 Pros And Cons Of A Flipped Classroom. (2017, June 15). Retrieved December 03, 2017, from https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/

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5 Best Practices for the Flipped Classroom

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5 Best Practices for the Flipped Classroom

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Source: Popular

Abstract: The author begins this article by stating that the "flipped classroom model" does not solve the problems of education. However, the "flipped classroom model" enhances the positive classroom experience. It increases a positive classroom experience by allowing students to construct their knowledge instead of being "fed" with knowledge. The "flipped classroom model" also opens the room for every child's' needs to be met through differentiated instruction. However, before the flipped classroom model happens, basic logistics needs to be figured out. The first step is how will the teacher deliver the content to the student.  The second step is to decide on the best pedagogical model for your classroom. The most common models are project-based learning, game-based learning, understanding by design, or authentic literacy. Thirdly,  a teacher will need to examine what technology is available to him or her. Next, the teacher must think of reflective activities that he or she would like to incorporate into the classroom. Lastly, the teacher must think of the time and place of the flipped learning. For example, determining when and where will the learning occur is important. Remembering to give students enough time to watch the video is very vital to the flipped experience.

Findings: Popular sources may not involve a study.

APA Citation:
Miller, A. (2012, February 24). 5 Best Practices for the Flipped Classroom. Retrieved December 02, 2017, from https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller

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The Teacher’s Guide To Flipped Classrooms

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The Teacher’s Guide To Flipped Classrooms

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Source: Popular

Abstract: Johnathan Bergman and Aaron Sams are the "founders" of the flipped classroom since experimenting with it in 2004. The flipped classroom is changing the atmosphere from a passive environment to an active learning environment. The flipped classroom does not always include students watching videos. Poor learning outcomes, such as an average of 7200 students dropping out of high each day, are driving the flipped classroom model. There were 5 main benefits of flipped learning stated in the article. Benefit #1 is that flipped learning keeps students more engaged. Because flipping addresses how students learn best, it allows for students to stay on task longer. Benefit #2 is that teachers can provide more personalized attention. One way that this occurs is because of the increased interaction with students allows teachers to gain a clearer understanding of the different learning styles of their students. Benefit #3 is that students can work at their own pace. The article also listed three examples of flipped classrooms. The backwards classroom is when students watch instructional videos at home and do the homework in class. The faux flipped classroom is when students either watch videos or do homework in class. The evolved flipped classroom is just not focus on videos but just a more student centered classroom.

Findings:  Popular sources may not have a study.

APA Citation:

The Teacher’s Guide To Flipped Classrooms. (n.d.). Retrieved December 02, 2017, from http://www.edudemic.com/guides/flipped-classrooms-guide/