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2018 | 18 | 4 | 34-47

Article title

IMPLEMENTING BLENDED LEARNING AND FLIPPED LEARNING MODELS IN THE UNIVERSITY CLASSROOM: A CASE STUDY

Content

Title variants

Languages of publication

EN

Abstracts

EN
Mobile technologies have increasingly become more and more widespread not only for making our daily lives easier and simpler, but also for their enormous potential in educational development. This case study examines university students’ satisfaction with and perceptions towards the use of blended learning and flipped classroom models in foreign language learning (FLL) contexts. The methodology used in this study involves the descriptive and quantitative analysis of responses generated from students studying English as a foreign language at the Faculty of Foreign Languages at the University of Jordan. The analysis of these responses gave the author of this study an idea about what factors a teacher should take into account when introducing blended learning and flipped classroom models into a classroom.

Year

Volume

18

Issue

4

Pages

34-47

Physical description

Contributors

  • University of Jordan

References

  • Alseweed, M. (2013). Students’ achievement and attitudes toward using traditional learning, blended learning and virtual classes learning in teaching and learning at the university level. Studies in Literature and Language, 6(1), 65-73. Retrieved November 20, 2018 from http://www.cscanada.net/index.php/sll/article/view/j.sll.1923156320130601.1464
  • Banerjee, G. (2011). Blended environments: Learning effectiveness and student satisfaction at a small college in transition. Journal of Asynchronous Learning Networks, 15(1), 8-19. Retrieved November 20, 2018 from https://secure.onlinelearningconsortium.org/publications/olj_main
  • Bullmaster-Day, M. (2011). Online and Blended Learning: What the Research Says. White Paper. New York, NY: Kaplan K12 Learning Services. Retrieved November 20, 2018 from http://www.academia.edu/1143441/Online_and_Blended_Learning_What_the_Research_Says
  • Fakhir, Z. & Ibrahim, M. (2018). The effect of blended learning on private school students’ achievement in English and their attitudes towards it. English Language and Literature Studies, 8(2), 39-51. Retrieved November 20, 2018 from http://www.ccsenet.org/journal/index.php/ells/article/view/75382
  • Fakhir, Z. (2015). The Impact of Blended Learning on the Achievement of the English Language Students and Their Attitudes towards It (Master’s thesis, Middle East University, Amman, Jordan). Retrieved November 20, 2018 from https://meu.edu.jo/libraryTheses/5874904ebbd3b_1.pdf
  • Graham, C. (2013). Emerging practice and research in blended learning. In M. Moore (ed.), Handbook of Distance Education (3rd ed., pp. 333-350). New York, NY: Routledge.
  • Kafyulilo, A. (2015). Challenges and opportunities for e-learning in education: A case study. In J. Keengwe (ed.), Handbook of Research on Educational Technology Integration and Active Learning (1st ed., pp. 317-328). Hershey, Pennsylvania: IGI Global.
  • Korkmaz, O. and Karakus, U. (2009). The impact of blended learning model on student attitudes towards geography course and their critical thinking dispositions and levels. Turkish Online Journal of Educational Technology - TOJET, 8(4), 51-63. Retrieved from: https://files.eric.ed.gov/fulltext/EJ859497.pdf
  • Lord, G., & Lomicka, L. (2008). Blended learning in teacher education: An investigation of classroom community across media. Contemporary Issues in Technology and Teacher Education, 8(2). Retrieved November 20, 2018 from http://www.citejournal.org/volume-8/issue-2-08/general/blended-learning-in-teacher-education-an-investigation-of-classroom-community-across-media
  • Obiedat, R., Nasir Eddeen, L., Harfoushi, O., AL-Hamarsheh, M., Koury, A. & Alassaf, N. (2014). Effect of blended-learning on academic achievement of students in the University of Jordan. International Journal of Emerging Technologies in Learning (iJET), 9(2), 37-44. Kassel, Germany: International Association of Online Engineering. Retrieved November 20, 2018 from https://www.learntechlib.org/p/182487/.
  • Picciano, A. (2006). Blended learning: Implications for growth and access. Journal of Asynchronous Learning Networks, 10. Retrieved November 20, 2018 from https://www.researchgate.net/publication/255620924_Blended_learning_Implications_for_growth_and_access
  • Picciano, A. (2014). Big Data and Learning Analytics in blended learning environments: Benefits and concerns. International Journal of Interactive Multimedia and Artificial Intelligence, 2(7), 35-43. Retrieved November 20, 2018 from https://pdfs.semanticscholar.org/814e/e53f2397879f86716bfe3566afe256e3e939.pdf
  • Picciano, A., Dziuban, C., & Graham, C. (Eds.). (2013). Blended Learning: Research Perspectives. Volume 2. New York: Routledge.
  • Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distance Learning, 5(2). Retrieved November 20, 2018 from http://www.irrodl.org/index.php/irrodl/article/view/192/795
  • Ultranet and Digital Learning Branch. (2012). Blended Learning: A Synthesis of Research Findings in Victorian Education 2006-2011. Melbourne: Department of Education and Early Childhood Development (DEECD). Retrieved November 20, 2018 from http://www.education.vic.gov.au/documents/about/research/blendedlearning.pdf
  • Yapici, I. U., & Akbayin, H. (2012). High school students’ views on blended learning. Turkish Online Journal of Distance Education, 13(4), 125-139. Retrieved November 20, 2018 from https://eric.ed.gov/?id=EJ1000418

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.desklight-621082c4-6f5f-456e-b8ea-35fe6018aa23
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