Literaturnachweis - Detailanzeige
| Autor/in | Bachelor, Jeremy W. |
|---|---|
| Titel | The "Flipped-Hybrid" Classroom: A Didactic Technique for Teaching Foreign Languages |
| Quelle | 2 (2018) 74, S.73-77 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Teaching Methods; Homework; Video Technology; Educational Technology; Technology Uses in Education; College Students; Spanish; Second Language Instruction; Program Effectiveness |
| Abstract | The objective of this investigation is to determine if the "flipped" model can be combined with hybrid learning in order 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, which lasted the duration of the spring 2017 semester, included college level Spanish students. Results from this pilot study suggest that the "flipped-hybrid" 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. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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