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The "flipped-hybrid" classroom: A didactic technique for teaching foreign languages

100%
Bachelor J. W.
e-mentor
|
2018
|
issue 2 (74)
73-77
EN
The objective of this investigation is to determine if the “flipped” model can be combined with hybrid learning as to create the “flipped-hybrid” classroom. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is inverted so that students receive initial content instruction at home. In addition to this, students in this study’s “flipped hybrid” classroom participated in synchronous online conversations with native speakers and engaged in pre-class activities, thus making a significant component of the course online. The participants in this study included college level Spanish students and lasted the duration of the spring 2017 semester. Results from this pilot study suggest that the “flippedhybrid” technique is a viable alternative to the traditional classroom, provides students with additional opportunities to use the language in authentic situations, and encourages more spontaneous language use. A detailed description of the “flipped-hybrid” classroom and how it differs from a hybrid or a flipped classroom is included, as well as pedagogical implications.
2
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The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia

100%
Tusino, Faridi A., Saleh M., Fitriati S. W.
The New Educational Review
|
2020
|
vol. 61
109-118
EN
This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.
3
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Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

88%
Tila D.
e-mentor
|
2020
|
issue 4 (86)
62-71
EN
This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.
4
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Edukacja w czasie pandemii COVID–19 w świetle aktów prawnych

63%
Staszkiewicz-Grabarczyk I.
Rozprawy Społeczne
|
2021
|
vol. 15
|
issue 2
25-39
EN
Abstract The legal conditions of the educational system in Poland are based mainly on the Constitution of the Republic of Poland, the School Education Act of 7 September 1991, and the Act of 14 December 2016 on Educational. LawDuring the COVID-19 pandemic, it is difficult to plan the form of classes in school institutions. Teaching, advisory, and caring activities can take place according to the schedule in a stationary, remote, or hybrid system. The unpredictable transmission of the coronavirus limits and enforces the rules of social distancing, and thus isolating social groups. For many years, online education was a complementary education but in a pandemic situation it became the basis of systemic education. Material and methods -- Results -- Conclusions --
PL
Streszczenie Uwarunkowania prawne systemu oświaty w Polsce opierają się głównie na Konstytucji Rzeczypospolitej Polskiej, Ustawie z dnia 7 września 1991 roku o systemie oświaty oraz Ustawie z dnia 14 grudnia 2016 roku Prawo oświatowe. W czasie pandemii trudno zaplanować formę zajęć w instytucjach szkolnych. Zajęcia dydaktyczne, wychowawcze czy opiekuńcze mogą odbywać się zgodnie z harmonogramem w systemie stacjonarnym, zdalnym lub hybrydowym. Nieprzewidywalna transmisja koronawirusa ogranicza i wymusza zasady społecznego dystansowania się, a co za tym idzie, izolowania grup społecznych. Edukacja online przez wiele lat była edukacją uzupełniającą, natomiast w sytuacji pandemii stała się podstawą edukacji systemowej. Materiał i metody -- Wyniki -- Wnioski --
5
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Deutsch-französischer Schüleraustausch zwischen neuen Herausforderungen und neuen Perspektiven infolge der Corona-Pandemie

51%
Jourdy N.
Glottodidactica
|
2022
|
vol. 49
|
issue 2
91-108
EN
The present paper examines the impact of the COVID 19-pandemic on school exchanges between Germany and France. Furthermore, it investigates teachers’ and students’ experiences with distance learning during this period. We highlight that the pandemic has generated many exceptional challenges, especially for vulnerable students. However, the pandemic-induced constraints have also stimulated the development of new didactic approaches, tools and methods. Therefore, we can speak about the new opportunities in the domain of education, and most precisely, for school exchanges.
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