Flipping The Classroom: How Reversing Teaching-Learning Process Can Improve Learner’s Comprehension in Learning Foreign Language
Keywords:flipping classroom, ICT, content management system, blended learning
Flipping a classroom is not only recording classroom lesson into a video and bringing homework into the classroom. It is a whole new method with a lot better result compared to the traditional method. In western countries such as the US, flipping a classroom is already becoming a new method adopted by many different schools and universities. This paper tries to explore the possibility of flipping a classroom for learning foreign language at BINUS University by comparing it with the recent practices and findings in the western countries. After the analysis it can be concluded that this method can be applied at BINUS University but on several conditions such as the improvement of infrastructures, and the teacher’s awareness and understanding to optimize their understanding about flipped learning.
Berrett, D. (2012). How Flipping the classroom can improve the traditional lecture. The Education Digest, 79(1), 36–41.
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn. Retrieved from http://www.csun.edu/~SB4310/How People Learn.pdf
Dias, S. B. and Diniz, J. A. (2012). Blended Learning in Higher Education: Different Needs, Different Profiles. Procedia Computer Science, 14(Dsai), 438–446. doi:10.1016/j.procs.2012.10.050
Ellis, R. and Goodyear, P. (2006). How and what university students learn through online and face‐to‐face discussion: Conceptions, intentions and approaches. … Assisted Learning, 22(4), 244–256. DOI:10.1111/j.1365-2729.2006.00173.x
Gosselin, K. M. R. F. L. S. K. (2013). Flipping the Classroom to Improve Student Performance and Satisfaction. Journal of Nursing Education, Volume 52(10).
Kopp, S. (n.d.). Center for teaching + Learning The Univrsity of Texas at Austin. Retrieved September 17, 2014, from What is the Flipped Classroom?: http://ctl.utexas.edu/teaching/flipping-a-class/what
Herreid, C. F. and Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42(5), 62–66.
Lijphart, A. (1971). Comparative politics and the comparative method. The American Political Science Review, 65(3), 682–693. Retrieved from http://www.jstor.org/stable/1955513
Maulan, S. B. and Ibrahim, R. (2012). The teaching and learning of english for academic purposes in blended environment. Procedia - Social and Behavioral Sciences, 67, 561–570. doi:10.1016/j.sbspro.2012.11.361
Rutherfoord, R. H., Rutherfoord, J. K., and Drive, S. C. (2000). Flipping the Classroom - Is It For You, 19–22.
Šafranj, J. (2013). Using Information Technology in English Language Learning Procedure: Blended Learning. Procedia - Social and Behavioral Sciences, 83, 514–521. doi:10.1016/j.sbspro.2013.06.099
Sharma, P. (2010). Blended learning. ELT Journal, 64(4), 456–458. DOI:10.1093/elt/ccq043
Siegle, D. (2013). Technology: Differentiating Instruction by Flipping the Classroom. Gifted Child Today, 37(1), 51–55. doi:10.1177/1076217513497579
Snodin, N. S. (2013). The effects of blended learning with a CMS on the development of autonomous learning: A case study of different degrees of autonomy achieved by individual learners. Computers & Education, 61, 209–216. DOI:10.1016/j.compedu.2012.10.004
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)