University Student Perceptions on the Use of Online-Based Technology in Flipped Classrooms

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI:10.4018/ijcallt.310078
Shana Mat Salleh
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Abstract

This study explores the experiences and perceptions of 59 first-year university students on flipped learning systems over the course of one semester. The students carried out three separate sessions of flipped methodology classes, utilising a variety of online tools for teaching and communicating with each other. Results indicated that while the students had very little prior knowledge and experience in a flipped classroom, they were generally positive in their initial perception of the learning strategy. Furthermore, the students fully embraced the entire process albeit with some apprehension regarding their peer's motivation and efficiency in conducting the flipped sessions. A pre-sessional survey was conducted at the start of the semester as well as post-sessional surveys after each flipped session to gauge any particular changes in the students' perceptions throughout the study. The overall findings showed positive reception from the students regarding flipped classrooms with notable mentions of improved confidence and the development of active learning approaches.
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大学生对在翻转课堂中使用网络技术的看法
本研究探讨了59名大学一年级学生在一个学期的课程中对翻转学习系统的体验和看法。学生们进行了三节独立的翻转方法论课程,利用各种在线工具进行教学和相互交流。结果表明,虽然学生对翻转课堂的先验知识和经验很少,但他们对学习策略的初始感知总体上是积极的。此外,学生们完全接受了整个过程,尽管他们对同伴进行翻转教学的动机和效率有些担忧。在学期开始时进行了一项课前调查,并在每次翻转课程后进行了课后调查,以评估学生在整个学习过程中感知的任何特定变化。总体调查结果显示,学生们对翻转课堂的接受程度是积极的,他们明显提到了自信的提高和主动学习方法的发展。
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来源期刊
CiteScore
3.00
自引率
14.30%
发文量
49
期刊介绍: The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.
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