After-school programmes (ASPs) help to facilitate students' learning. DREAMS ASP facilitates schoolchildren with holistic development interventions at different locations. Due to the pandemic, DREAMS conducted their ASP in the online mode. The present study aims to narrate the case of ASP in the virtual mode and discuss participants' experiences on holistic development at one of its locations. The study employed qualitative study designs. The sample of the study included participants from DREAMS ASP site at Kerala, India. The study interviewed four mentors, seven participants, and their parents to understand participants' holistic development. However, the study excluded physical and spiritual aspects of holistic development. It found that the virtual DREAMS ASP was joyful, and there was a significant, positive change in all the selected dimensions of holistic development as reported by mentors, children, and parents. The study encourages future researchers to provide opportunities and frameworks to conduct more ASPs in India.
{"title":"DREAMS After-School Programme for the Holistic Development of Children Amid Covid-19","authors":"Lijo Thomas, G. S. Prakasha, J. Joseph","doi":"10.4018/ijvple.310008","DOIUrl":"https://doi.org/10.4018/ijvple.310008","url":null,"abstract":"After-school programmes (ASPs) help to facilitate students' learning. DREAMS ASP facilitates schoolchildren with holistic development interventions at different locations. Due to the pandemic, DREAMS conducted their ASP in the online mode. The present study aims to narrate the case of ASP in the virtual mode and discuss participants' experiences on holistic development at one of its locations. The study employed qualitative study designs. The sample of the study included participants from DREAMS ASP site at Kerala, India. The study interviewed four mentors, seven participants, and their parents to understand participants' holistic development. However, the study excluded physical and spiritual aspects of holistic development. It found that the virtual DREAMS ASP was joyful, and there was a significant, positive change in all the selected dimensions of holistic development as reported by mentors, children, and parents. The study encourages future researchers to provide opportunities and frameworks to conduct more ASPs in India.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"35 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76753541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the limitations imposed by Covid-19 pandemic, educational regulatory bodies in India recommended a number of online education portals to support higher education. Present work undertakes a detailed study on these recommended platforms and presents a comparative analysis based on the relevant features. ‘SWAYAM’ a widely popular and emphasized Indian MOOC platform has been compared with the other popular e-learning platforms of the international market. The study revealed that e-learning platforms vary in terms of offerings such as: method of dissemination of knowledge, target audiences, fee, target audiences, etc. Also, in terms of user base, courses offered, and certificates offered, ‘SWAYAM’ has to work a lot to compete with the international peers. Finally, SWOC analysis was carried out to present the threats and opportunities associated with recommended e-learning portals. The work will be profoundly helpful to frame the comprehensive education policies to meet the stakeholder’s expectations and lead to the innovation of educational development.
{"title":"Combating the Pandemic With ICT-Based Learning Tools and Applications: A Case of Indian Higher Education Platforms","authors":"Jitendra Singh, Vikas Kumar, Darvinder Kumar","doi":"10.4018/ijvple.295302","DOIUrl":"https://doi.org/10.4018/ijvple.295302","url":null,"abstract":"With the limitations imposed by Covid-19 pandemic, educational regulatory bodies in India recommended a number of online education portals to support higher education. Present work undertakes a detailed study on these recommended platforms and presents a comparative analysis based on the relevant features. ‘SWAYAM’ a widely popular and emphasized Indian MOOC platform has been compared with the other popular e-learning platforms of the international market. The study revealed that e-learning platforms vary in terms of offerings such as: method of dissemination of knowledge, target audiences, fee, target audiences, etc. Also, in terms of user base, courses offered, and certificates offered, ‘SWAYAM’ has to work a lot to compete with the international peers. Finally, SWOC analysis was carried out to present the threats and opportunities associated with recommended e-learning portals. The work will be profoundly helpful to frame the comprehensive education policies to meet the stakeholder’s expectations and lead to the innovation of educational development.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"15 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75458890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, Information and Communication Technology (ICT) has impact on every facet of our life including education, which has started an era of open online education. Massive Open Online Courses (MOOCs) are one of the major outcomes of open online education in the field of education. MOOCs have various dimensions, which open a wide scope for learning at different levels of education, i.e., school education, higher education, lifelong education and so on. MOOCs have potential to stand parallel to conventional education and existing distance education, and cater the different issues of conventional education and existing distance education because of their massive, open and online features. In the light of these issues, in the present paper, discussions are made mostly focusing on distance education as an alternative to conventional education; MOOCs as the alternative to conventional education and existing distance education; trend of growth of MOOCs; dimensions and scope of MOOCs; and learning environments of MOOCs. Towards the end of the paper some challenges of MOOCs are presented.
{"title":"Massive Open Online Courses as Alternatives to Conventional Education and Existing Distance Education","authors":"T. Basantia, Vishal Kumar","doi":"10.4018/ijvple.306233","DOIUrl":"https://doi.org/10.4018/ijvple.306233","url":null,"abstract":"Today, Information and Communication Technology (ICT) has impact on every facet of our life including education, which has started an era of open online education. Massive Open Online Courses (MOOCs) are one of the major outcomes of open online education in the field of education. MOOCs have various dimensions, which open a wide scope for learning at different levels of education, i.e., school education, higher education, lifelong education and so on. MOOCs have potential to stand parallel to conventional education and existing distance education, and cater the different issues of conventional education and existing distance education because of their massive, open and online features. In the light of these issues, in the present paper, discussions are made mostly focusing on distance education as an alternative to conventional education; MOOCs as the alternative to conventional education and existing distance education; trend of growth of MOOCs; dimensions and scope of MOOCs; and learning environments of MOOCs. Towards the end of the paper some challenges of MOOCs are presented.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"110 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79236948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephen Farrier, T. Connolly, N. Tsvetkova, Mario Soflano, Petros Papadopoulos
This paper discusses the evaluation of two 3D simulated practice learning environments, Tiny Oaks and Play2Do, focused on supporting people working with children, families, and vulnerable people in special educational settings. Pre-test/post-test evaluation methodology was employed consisting of a questionnaire with 16 questions covering knowledge and understanding, professional practice, and transferable skills. Tiny Oaks had 530 participants pre-test and 423 post-test from six European countries, and results show a significant increase in learning across all questions. Play2Do had 318 participants pre-test and 301 participants post-test from the UK and Bulgaria, and again results show a significant increase in learning across all questions. The system usability scale (SUS) questionnaire was also used to measure the usability of the two environments, and usability was found to be excellent. Findings suggest that 3D simulated practice environments can provide a valuable learning experience and can provide practice learning scenarios that may be difficult to encounter in real-life.
{"title":"Development and Evaluation of Two 3D-Simulated Practice Learning Environments","authors":"Stephen Farrier, T. Connolly, N. Tsvetkova, Mario Soflano, Petros Papadopoulos","doi":"10.4018/ijvple.313038","DOIUrl":"https://doi.org/10.4018/ijvple.313038","url":null,"abstract":"This paper discusses the evaluation of two 3D simulated practice learning environments, Tiny Oaks and Play2Do, focused on supporting people working with children, families, and vulnerable people in special educational settings. Pre-test/post-test evaluation methodology was employed consisting of a questionnaire with 16 questions covering knowledge and understanding, professional practice, and transferable skills. Tiny Oaks had 530 participants pre-test and 423 post-test from six European countries, and results show a significant increase in learning across all questions. Play2Do had 318 participants pre-test and 301 participants post-test from the UK and Bulgaria, and again results show a significant increase in learning across all questions. The system usability scale (SUS) questionnaire was also used to measure the usability of the two environments, and usability was found to be excellent. Findings suggest that 3D simulated practice environments can provide a valuable learning experience and can provide practice learning scenarios that may be difficult to encounter in real-life.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"103 1","pages":"1-26"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77751494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Owing to the importance of a subject like Mathematics in the teaching and learning of science, self-learning often poses a challenge to the educator. The objective of this study is to analyse the enhancement of the textual and the media form of self-learning modules to teach Algebra and Geometry to eighth graders considering their retention levels. A pre-test post-test single-group quasi experimental design was tested and tried out on 49 participants of a school. The 20 modules of self-learning material covering content in the topics of Algebra and Geometry in the textual and media-assisted forms of self-learning were administered over three months. The findings of the study revealed the ability of media-assisted self-learning modules to enhance achievement in the post-test when compared to the pre-test. The textual-assisted learning modules was able to enhance significant difference in the achievements in Geometry, but not of Algebra. The delayed post-test results were found to indicate an improved achievement in Mathematics.
{"title":"Textual and Media-Based Self-Learning Modules: Support for Achievement in Algebra and Geometry","authors":"Jacqueline Kareem, M. Mathew, Daliya David","doi":"10.4018/ijvple.285596","DOIUrl":"https://doi.org/10.4018/ijvple.285596","url":null,"abstract":"Owing to the importance of a subject like Mathematics in the teaching and learning of science, self-learning often poses a challenge to the educator. The objective of this study is to analyse the enhancement of the textual and the media form of self-learning modules to teach Algebra and Geometry to eighth graders considering their retention levels. A pre-test post-test single-group quasi experimental design was tested and tried out on 49 participants of a school. The 20 modules of self-learning material covering content in the topics of Algebra and Geometry in the textual and media-assisted forms of self-learning were administered over three months. The findings of the study revealed the ability of media-assisted self-learning modules to enhance achievement in the post-test when compared to the pre-test. The textual-assisted learning modules was able to enhance significant difference in the achievements in Geometry, but not of Algebra. The delayed post-test results were found to indicate an improved achievement in Mathematics.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"52 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86751970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to explore the effects of e-service quality on student satisfaction and retention. It reports an exploratory case study conducted on 50 purposively selected undergraduate students from a government-run higher education institution in India. The data were collected for content analysis through interviews and focus group discussions based on students' subjective experiences. Findings revealed that e-service quality substantially impacts students' satisfaction levels which eventually accosts their retention in the e-learning environment. A majority of interviewees stated all four dimensions of e-service quality—efficiency, fulfilment, privacy, and system availability—are instrumental to influence their satisfaction level. Satisfied students are more likely to be retained. The implication is that students might be provided with a more satisfied and engaging e-learning experience and service providers or institutions who seek customer satisfaction might take note of these dimensions to boost e-learning.
{"title":"An Exploratory Case Study on the Effects of E-Service Quality on Student Satisfaction and Retention","authors":"A. Kundu","doi":"10.4018/ijvple.313588","DOIUrl":"https://doi.org/10.4018/ijvple.313588","url":null,"abstract":"The aim of this study was to explore the effects of e-service quality on student satisfaction and retention. It reports an exploratory case study conducted on 50 purposively selected undergraduate students from a government-run higher education institution in India. The data were collected for content analysis through interviews and focus group discussions based on students' subjective experiences. Findings revealed that e-service quality substantially impacts students' satisfaction levels which eventually accosts their retention in the e-learning environment. A majority of interviewees stated all four dimensions of e-service quality—efficiency, fulfilment, privacy, and system availability—are instrumental to influence their satisfaction level. Satisfied students are more likely to be retained. The implication is that students might be provided with a more satisfied and engaging e-learning experience and service providers or institutions who seek customer satisfaction might take note of these dimensions to boost e-learning.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"73 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83360431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJVPLE.2021070103
J. Bharucha
While higher education is rich in diversity and rewards, it can be particularly arduous for first-generation college students. This paper reports the results of a qualitative research study investigating the college experiences, identity development, and issues faced by this student subpopulation that moved from sixth-form and completed the undergraduate programme at a midsized public university in Peninsular Malaysia. Data were collected through semi-structured interviews and focus groups. These students have faced and managed to overcome a host of academic, socio-economic, emotional, and cultural challenges. The parents' low socio-economic status is the biggest barrier to the academic success of these students. They viewed their status as a source of strength. The biggest cultural transition faced by the participants involved bringing their student identity home. It is hoped that the results of this study will offer some fresh perspectives into the continuing discussion on first generation students.
{"title":"Blazing a Trail to First Generation Success: First Generation Learners","authors":"J. Bharucha","doi":"10.4018/IJVPLE.2021070103","DOIUrl":"https://doi.org/10.4018/IJVPLE.2021070103","url":null,"abstract":"While higher education is rich in diversity and rewards, it can be particularly arduous for first-generation college students. This paper reports the results of a qualitative research study investigating the college experiences, identity development, and issues faced by this student subpopulation that moved from sixth-form and completed the undergraduate programme at a midsized public university in Peninsular Malaysia. Data were collected through semi-structured interviews and focus groups. These students have faced and managed to overcome a host of academic, socio-economic, emotional, and cultural challenges. The parents' low socio-economic status is the biggest barrier to the academic success of these students. They viewed their status as a source of strength. The biggest cultural transition faced by the participants involved bringing their student identity home. It is hoped that the results of this study will offer some fresh perspectives into the continuing discussion on first generation students.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"8 1","pages":"36-47"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86602089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJVPLE.2021070102
Haeza Haron, S. Kasuma, Ayuni Akhiar
This study uses WhatsApp to facilitate online discussions in developing content idea for ESL writing. A quasi-experimental study was conducted with 33 pre-university students participating in online discussions on WhatsApp for five weeks to support face-to-face instructions. Pre-test, post-test, and five weekly writing tests were administered, examined, and analysed to identify the participants' writing performance. The findings show significant improvement in the experimental group's essay writing scores after using WhatsApp for online discussions. The participants were able to use the content generated from the MWEG in supporting the arguments in their essays. Besides content idea development, the experimental group saw the WhatsApp online discussions as boosting confidence, raising motivation, and encouraging interactions among students. The themes that emerged from the WhatsApp group interaction were lively discussions, sharing of opinions, and turn-taking. While the control group also improved in their test scores, it was not as significant as the experimental group.
{"title":"Developing ESL Writing Content Through Online Discussions on WhatsApp","authors":"Haeza Haron, S. Kasuma, Ayuni Akhiar","doi":"10.4018/IJVPLE.2021070102","DOIUrl":"https://doi.org/10.4018/IJVPLE.2021070102","url":null,"abstract":"This study uses WhatsApp to facilitate online discussions in developing content idea for ESL writing. A quasi-experimental study was conducted with 33 pre-university students participating in online discussions on WhatsApp for five weeks to support face-to-face instructions. Pre-test, post-test, and five weekly writing tests were administered, examined, and analysed to identify the participants' writing performance. The findings show significant improvement in the experimental group's essay writing scores after using WhatsApp for online discussions. The participants were able to use the content generated from the MWEG in supporting the arguments in their essays. Besides content idea development, the experimental group saw the WhatsApp online discussions as boosting confidence, raising motivation, and encouraging interactions among students. The themes that emerged from the WhatsApp group interaction were lively discussions, sharing of opinions, and turn-taking. While the control group also improved in their test scores, it was not as significant as the experimental group.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"56 1","pages":"18-35"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90590084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJVPLE.2021070104
V. Mkrttchian, L. Rozhkova, O. Salnikova, S. Vlazneva
The problem of educational potential and work potential is multifaceted. First, it is necessary to increase their rational use for sustainable development of the country. Secondly, the value components of educational potential and work potential of young people are unstable and contradictory. This fact leads to socio-cultural features and has an impact on the level of development of the social potential of modern youth. This work addresses the status roles of the unemployed, types of their employment behaviour, attitudes to education, training, retraining, self-development of unemployed youth as a specific social group. The features of value components of educational potential and work potential of the Russian unemployed youth in modern conditions are analyzed based on authors' research. The article analyzes the possibility of using various systems and technologies of training, including traditional, electronic, distance; it also reveals modern methods and techniques of training and offers a model of distance learning for young unemployed.
{"title":"Formation and Development of Educational Potential of Russian Unemployed Adolescents: From Education to Work Through Educational Technologies","authors":"V. Mkrttchian, L. Rozhkova, O. Salnikova, S. Vlazneva","doi":"10.4018/IJVPLE.2021070104","DOIUrl":"https://doi.org/10.4018/IJVPLE.2021070104","url":null,"abstract":"The problem of educational potential and work potential is multifaceted. First, it is necessary to increase their rational use for sustainable development of the country. Secondly, the value components of educational potential and work potential of young people are unstable and contradictory. This fact leads to socio-cultural features and has an impact on the level of development of the social potential of modern youth. This work addresses the status roles of the unemployed, types of their employment behaviour, attitudes to education, training, retraining, self-development of unemployed youth as a specific social group. The features of value components of educational potential and work potential of the Russian unemployed youth in modern conditions are analyzed based on authors' research. The article analyzes the possibility of using various systems and technologies of training, including traditional, electronic, distance; it also reveals modern methods and techniques of training and offers a model of distance learning for young unemployed.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"104 1","pages":"48-64"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84976509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJVPLE.2021070105
Jenny Eppard, M. Rodjan-Helder, S. Baroudi, Preeya Reddy
This exploratory case study investigates the use of flipped learning in a second language classroom at a university in the United Arab Emirates (UAE). Flipped learning was researched as a possible teaching/learning strategy for this population. As this study was exploratory, a case study was chosen as the research method. Students in one class participated in the flipped learning approach for one semester. Results were triangulated through students' test scores, interviews with participants, and teacher reflections. The data showed that flipped learning was viewed positively in terms of self-efficacy, leaner autonomy, a resource for an introduction to the concept and for review. However, participants clearly indicated that flipped learning should not replace the integral role of the teacher. Finally, implications in terms of the use of the flipped learning approach in English language classes are discussed as well as recommendations for future studies.
{"title":"Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE: Reports From an SLL University Classroom","authors":"Jenny Eppard, M. Rodjan-Helder, S. Baroudi, Preeya Reddy","doi":"10.4018/IJVPLE.2021070105","DOIUrl":"https://doi.org/10.4018/IJVPLE.2021070105","url":null,"abstract":"This exploratory case study investigates the use of flipped learning in a second language classroom at a university in the United Arab Emirates (UAE). Flipped learning was researched as a possible teaching/learning strategy for this population. As this study was exploratory, a case study was chosen as the research method. Students in one class participated in the flipped learning approach for one semester. Results were triangulated through students' test scores, interviews with participants, and teacher reflections. The data showed that flipped learning was viewed positively in terms of self-efficacy, leaner autonomy, a resource for an introduction to the concept and for review. However, participants clearly indicated that flipped learning should not replace the integral role of the teacher. Finally, implications in terms of the use of the flipped learning approach in English language classes are discussed as well as recommendations for future studies.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"67 1","pages":"65-86"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89810794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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