Sáng kiến kinh nghiệm Flipped learning for EFL high school students in the covid 19 pandemic

Nội dung tóm tắt: Sáng kiến kinh nghiệm Flipped learning for EFL high school students in the covid 19 pandemic

1. Tools to facilitate in-class group activity Google Docs is a tool which allows several students to work together simultaneously and to share individual input with teammates in real time. Students are instructed to post their coursework using these tools. This practice allows students to review their peers’ work conveniently on one single platform and give honest feedback to each other. Mentimeter is a web page which is an easy-to-use, visual tool useful for assessment and presenting results. For example, it allows teachers to set Multiple Choice Questions and students to respond using their mobile devices. The results of students’ choices will be shown to teachers immediately, so that teachers can know students’ understanding of the learning contents and offer timely support and clarification. Teachers can also choose to display students’ choices in real time to the whole class, prompting further discussions based on the presentation. 2.2.4. Students’ Feedback from Flipped Learning A survey was conducted on students to discover the feedback from them when they experienced Flipped Learning. The questionnaire was delivered to 120 students who had a treatment time with Flipped Learning. They were asked to tick to the statements which were true to their learning condition. The result is illustrated in the table below. Table 2.2. Learners’ Responses about Flipped Learning No of With Flipped Learning, Responses 1. I can learn better and improve my communication skills 85 = 70,83% 2. I have better understanding of topic before class 90 = 72% 3. I have fun to watch videos, it is more engaging and not boring 77 = 60% 4. I have more interaction with others 98 = 81,67% 5. It helps me increase confidence in speaking 62 = 51,67% 6. It is less time consuming and allowing more time for discussion 93 = 77,5% 7. Self-pacing/ I can watch video repeatedly at anytime and 116 = 96,7% anywhere 8. It helps encouraging team work 99 = 82,5% 9. I can be more creative in presentation 86 = 71,67% As can be seen from the table 2.2, most of students have positive feedback to the advantages of Flipped Learning. Among these, items number 7, 8, 4 are the top three vote from learners. Obviously, with Flipped Learning, students find it convenient to watch videos of lectures. It also helps them to engage with team work and have more interaction with other learners. The flipped classroom can indeed create rich and meaningful activities. Students no longer need lessons that comprised of instructors and materials. It is evident in this study that they enjoy learning at their own pace and the learning various activities integrated into the lessons. 31
2. PART 3: CONCLUSION 3.1. Conclusion This study sheds light on the delivery of instruction in education of the 21st century. Technology enables ubiquitous access to information from mobile phones, tablets, computers. We no longer need teachers to be the sole provider of materials and information. With technology, student centered-learning is enhanced and teachers act as the facilitator or a guide to move students towards asynchronous student centered learning environment. Being student centered means they (the students) take charge of their own learning at their own pace. Hence, flipped classroom offers a new reinvention to those educators who are looking forward from being a “sage on the stage” to the guide on the side (Johnson, 2013). But one should remember that it takes time for a new pedagogical instruction to blend in the current classroom practice. There will be some initial discomfort adjusting to less transmission of information from instructor to student. This is indeed very crucial for flipped classroom adopters to understand. A transition to a new model, regardless of success, may involve uneasiness among the participants (Knight and Wood, 2005). This study is just one example of how instructors can change their way of teaching in a flipped classroom environment. Flipped learning in this study focused on students self-pace learning in a student-centered environment. Students were being briefed at the beginning of the course the tasks they needed to complete. The instructor gave students ample time to prepare themselves and made sure they met the deadline of the assignments. Most importantly, they were given significant opportunity to reflect on their own learning. In addition, this study also showed an example of how to implement a flipped classroom. It’s not always easy for teachers to take risks or try new things but working in a more student-centered and dynamic way can leave both teachers and students more satisfied with the instruction and learning that takes place inside the classroom. 3.2. Teaching Implication There are drawbacks to everything, and most teachers worry a lot about students not doing their homework or getting the content they need outside of class. The important thing to keep in mind is that there will always be students who never do homework and incorporating a strategy like the Flipped Classroom probably won’t change this fact. If teachers face students who don’t watch or prepare content outside of class, they might give students the opportunity to watch content during class time. This can be done in someone else’s classroom or in the school library while their classmates have the chance to work together and get help with content they have already watched and/or prepared. 32
3. Some teachers are worried that students won’t be able to ask questions for clarification during a recorded lesson or that students may have trouble getting used to doing something in a new way. This is especially true when students are often more used to teacher centered lectures than getting involved in a more active (versus passive) way during class. Change will take time for students to get used to and it might be best for teachers, who are interested in this approach, to start using Flipped Learning at the beginning of a new school year and letting students know on the first day that this is the plan. Another major difficulty can include making sure every student has computer or internet access at home for content watching. If this is a “mission impossible,” teachers can think about other places where students can get content outside of class i.e. through an article they read, through computer access at school or the student’s very own cell phone, for example. 3.3. Limitation Because of the limitation of time, the study was conducted on a small number of attendances. The sample size for this study was small which consisted of 120 students. Also, the study only suggests some in-class activities which may widely use for many classrooms and purposes. However, the teachers may adapt them to meet the demand of their own students. 33
4. REFERENCE 1. Alias, Abdul Karim. (2010). Flipped classroom: Total classroom makeover. Retrieved from: 2. Alias, Abdul Karim. (2014). Flipped classroom, mobile learning, whatsapp, and learning nuggets. Retrieved from: 3. Baeten, M., Kyndt, E., Struyven, K. & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3). 4. Baker, J. W. (2000). The ‘classroom flip: Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, Florida, United States, April 12-15. 5. Bishop, J.L. & Verleger, M.A. (2013). The flipped classroom: A survey of the research. 120th American Society of Engineering Education Annual Conference & Exposition, Atlanta, Georgia, United States, June 23-26. 6. Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education and Accreditation,6 (1). 7. Johnson, G. B. (2013). Students perceptions of the flipped classroom. (Doctoral dissertation, The University of British Columbia). Retrieved from 8. Knight, J. K., & Wood, W. B. (2005). Teaching More by Lecturing Less. Cell Biology Education, 4(4), 298-310. 9. Lage, M.J., Platt, G.J. & Treglia, M. (2000) “Inverting the classroom: A gateway to creating an inclusive learning environment,” Journal of Economic Education, vol. 31(1), p. 30-43 10. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3) 11. (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); 12. Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P 34
5. APPENDIX 1: QUESTIONNAIRE FOR STUDENTS This questionnaire was designed to serve the aim of discovering students' feedback to Flipped Learning. The answers, therefore, should be frank to your learning circumstance since your answers will be a valuable input for my study. Thank you very much for your cooperation. Please put a cross (X) on the answer you choose I. Students’ Profile 1. Your grade: 10 11 12 2. How long have you been learning English? years II. Students’ Experience in Flipped Learning (More than one choice is acceptable) With Flipped Learning, 1. I can learn better and improve my communication skills 2. I have better understanding of topic before class 3. I have fun to watch videos, it is more engaging and not boring 4. I have more interaction with others 5. It helps me increase confidence in speaking 6. It is less time consuming and allowing more time for discussion 7. Self-pacing/ I can watch video repeatedly at anytime and anywhere 8. It helps encouraging team work 9. I can be more creative in presentation 35