logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
covid 19 efl flipped classroom students experience video lecture

Video Lectures in Online EFL Flipped-Classroom: Effectiveness, Students’ Evaluation and Experiences

Indah Tri Purwanti , Evi Suryawati , Eliwarti

The online flipped classroom has become increasingly applied to provide students with active learning. This search aimed to investigate the effectiven.

T

The online flipped classroom has become increasingly applied to provide students with active learning. This search aimed to investigate the effectiveness of video lectures in an online flipped learning on students’ learning outcomes, students' video evaluation, and their experience in an online flipped classroom. This study employed mixed-method research implementing a quasi-experimental design using quantitative and qualitative data collection: pre-test and post-test, a questionnaire and interview. The participants were 78 Indonesian undergraduate students taking English as a foreign language (EFL) content course at one of the universities in Indonesia. The findings revealed that the students’ learning outcomes in the flipped classroom outperformed those in the control group. The students’ evaluation of the video lectures was high, and their evaluation was consistent with how they positively perceived the video lectures in the flipped classroom. This investigation showed the roles of video lectures on the students' participation and active learning in the flipped classroom during Coronavirus disease (COVID-19) pandemic time.

Keywords: COVID-19, EFL, flipped classroom, students’ experience, video lecture.

cloud_download PDF
Cite
Article Metrics
Views
965
Download
752
Citations
Crossref
7

Scopus
8

References

Alsowat, H. H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7, 108–121. https://bit.ly/33AeJMM

Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269–283. https://doi.org/10.1016/j.compedu.2018.09.013

Barbaro, N. (2021). Should video lectures be the new normal in higher ed? Behavioral Scientist. https://bit.ly/3zTs7ay

Bicen, H., & Beheshti, M. (2019). Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2019.1666285

Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3), 365–394. https://doi.org/10.1007/s40692-021-00183-y

Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sciences Education, 15(4), 1–6. https://doi.org/10.1187/cbe.16-03-0125

Breivik, J. (2015). Student voices: Innovative pedagogical models for course design. In S. K. Softic & A. Szucs (Eds.), Proceedings of the European Distance and E-Learning Network 2015 Annual Conference (pp. 513-520). European Distance and E-Learning Network.

Bull, G., & Bell, L. (2010). Teaching with digital video: Watch, analyze, create. International Society for Technology in Education.

Busebaia, T. J. A., & John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Research and Practice in Technology Enhanced Learning, 15, 1–16. https://doi.org/10.1186/s41039-020-0124-1

Çakıroğlu, Ü., & Öztürk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Educational Technology & Society, 20, 337–349. https://bit.ly/3Fs8sjg

Chan, C. K. Y., Fong, E. T. Y., Luk, L. Y. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1–10. https://doi.org/10.1016/j.ijedudev.2017.08.010

Chivatá, Y. P., & Oviedo, R. C. (2018). EFL students’ perceptions of activeness during the implementation of flipped learning approach at a Colombian University. Gist: Education and Learning Research Journal, 17, 81–105. https://doi.org/10.26817/16925777.436

Cho, H. J., Zhao, K., Lee, C. R., Runshe, D., & Krousgrill, C. (2021). Active learning through flipped classroom in mechanical engineering: Improving students’ perception of learning and performance. International Journal of STEM Education, 8(1), 1–13. https://doi.org/10.1186/s40594-021-00302-2

Choi, J., & Lee, Y. (2018). To what extent does ‘flipping’ make lessons effective in a multimedia production class? Innovations in Education and Teaching International, 55(1), 3–12. https://doi.org/10.1080/14703297.2015.1123105

Chyr, W.-L., Shen, P.-D., Chiang, Y.-C., Lin, J.-B., & Tsai, C.-W. (2017). Exploring the effects of online academic help-seeking and flipped learning on improving students’ learning. Journal of Educational Technology & Society, 20(3), 11–23. http://www.jstor.org/stable/26196116

DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151. https://doi.org/10.1007/s10648-015-9356-9

Flipped Learning Network. (2014). The four pillars of F-L-I-P. https://flippedlearning.org/definition-of-flipped-learning/

Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008

Gligora Marković, M., Kliček, B., & Plantak Vukovac, D. (2014). The effects of multimedia learning materials quality on knowledge acquisition. https://doi.org/10.13140/2.1.4276.0648

Gok, D., Bozoglan, H., & Bozoglan, B. (2021). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2021.1950191

Gómez-Tejedor, J. A., Vidaurre, A., Tort-Ausina, I., Molina-Mateo, J., Serrano, M.-A., Meseguer-Dueñas, J. M., Martínez Sala, R. M., Quiles, S., & Riera, J. (2020). Effectiveness of flip teaching on engineering students’ performance in the physics lab. Computers & Education, 144, 103708. https://doi.org/10.1016/j.compedu.2019.103708

Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners’ appropriate use of refusal: Achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261–293. https://doi.org/10.1080/09588221.2018.1504083

Hawamdeh, M., & Soykan, E. (2021). Systematic analysis of effectiveness of using mobile technologies (MT) in teaching and learning foreign language. Online Journal of Communication and Media Technologies, 11(4), e202124. https://doi.org/10.30935/ojcmt/11256

He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61–71. https://doi.org/10.1016/j.learninstruc.2016.07.001

Hessler, K. L. (2016). Nursing education: Flipping the classroom. The Nurse Practitioner, 41(2), 17–27. https://doi.org/10.1097/01.NPR.0000476373.04620.33

Ho, J. (2020). Gamifying the flipped classroom: How to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 14(5), 421–435. https://doi.org/10.1080/17501229.2019.1614185

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, M. (2020). The difference between emergency remote teaching and online learning. Educational Review. https://bit.ly/3FncqK2

Hsieh, J. S. C., Wu, W.-C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910

Huang, Y.-N., & Hong, Z.-R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175–193. https://doi.org/10.1007/s11423-015-9412-7

Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701

Hung, H.-T. (2017). Design-based research: Redesign of an English language course using a flipped classroom approach. TESOL Quarterly, 51, 180–192. https://doi.org/10.1002/tesq.328

Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0

Julia, J., Afrianti, N., Soomro, K. A., Supriyadi, T., Dolifah, D., Isrokatun, I., Erhamwilda, E., & Ningrum, D. (2020). Flipped classroom educational model (2010-2019): A bibliometric study. European Journal of Educational Research, 9(4), 1377–1392. https://doi.org/10.12973/eu-jer.9.4.1377

Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548

le Roux, I., & Nagel, L. (2018). Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens. International Journal of Educational Technology in Higher Education, 15(1), 1–28. https://doi.org/10.1186/s41239-018-0098-x

Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Press.

Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372

Lee, K., & Lai, Y. (2017). Facilitating higher-order thinking with the flipped classroom model: A student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(1), 1–14. https://doi.org/10.1186/s41039-017-0048-6

Leis, A., Cooke, S. D., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 37–51. https://doi.org/10.4018/IJCALLT.2015100103

McNally, B., Chipperfield, J., Dorsett, P., Del Fabbro, L., Frommolt, V., Goetz, S., Lewohl, J., Molineux, M., Pearson, A., Reddan, G., Roiko, A., & Rung, A. (2017). Flipped classroom experiences: Student preferences and flip strategy in a higher education context. Higher Education, 73(2), 281–298. https://doi.org/10.1007/s10734-016-0014-z

Mengual-Andrés, S., Belmonte, J. L., Cabrera, A. F., & Sánchez, S. P. (2020). Structural model of influential extrinsic factors in flipped learning. Educación XX1, 23(1), 75–101. https://doi.org/10.5944/educXX1.23840

Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. The Journal of Nursing Education, 52(10), 597–599. https://doi.org/10.3928/01484834-20130919-03

Naffi, N., Davidson, A.-L., Patino, A., Beatty, B., Gbetoglo, E., & Duponsel, N. (2020). Online learning during COVID-19: 8 ways universities can improve equity and access. The Conversation. https://bit.ly/3rxwaG7

Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 pandemic. The International Journal of Management, 7, 184–195. https://doi.org/10.18646/2056.72.20-013

Nes, A. A. G., Høybakk, J., Zlamal, J., & Solberg, M. T. (2021). Mixed teaching methods focused on flipped classroom and digital unfolding case to enhance undergraduate nursing students’ knowledge in nursing process. International Journal of Educational Research, 109, 101859. https://doi.org/10.1016/j.ijer.2021.101859

Ng, E. M. W. (2018). Integrating self-regulation principles with flipped classroom pedagogy for first year university students. Computers & Education, 126, 65–74. https://doi.org/10.1016/j.compedu.2018.07.002

Niemi, H. (2002). Active learning-a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(7), 763–780. https://doi.org/10.1016/S0742-051X(02)00042-2

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713

Obradovich, A., Canuel, R., & Duffy, E. P. (2015). A survey of online library tutorials: Guiding instructional video creation to use in flipped classrooms. The Journal of Academic Librarianship, 41, 751–757. https://doi.org/10.1016/J.ACALIB.2015.08.006

Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66–70. https://bit.ly/3qQdRg0

Onojah, A. O., Olumorin, C. O., Adegbija, M. V., & Babalola, T. O. (2019). Perception of undergraduate students on the utilisation of flipped classroom for learning in South-West Nigeria. Malaysian Journal of Distance Education, 21(1), 95–112. https://doi.org/10.21315/mjde2019.21.1.6

Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: Implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 1–20. https://doi.org/10.1186/s40561-021-00146-x

Porcaro, P. A., Jackson, D. E., McLaughlin, P. M., & O’Malley, C. J. (2016). Curriculum design of a flipped classroom to enhance haematology learning. Journal of Science Education and Technology, 25(3), 345–357. https://doi.org/10.1007/s10956-015-9599-8

Reflianto, Setyosari, P., Kuswandi, D., & Widiati, U. (2021). Reading comprehension skills: The effect of online flipped classroom learning and student engagement during the COVID-19 pandemic. European Journal of Educational Research, 10(4), 1623–1624. https://doi.org/10.12973/eu-jer.10.4.1613

Robles, A. C. M., & Acedo, E. (2019). Development and validation of educational video tutorials for 21st century secondary learners. Asian Journal of Multidisciplinary Studies, 2(2), 42–49. https://bit.ly/3qkL1nO

Roehling, P. V. (2018). Flipping the college classroom : An evidence-based guide. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-69392-7

Sams, A., & Bergmann, J. (2012). Flip your classroom: Reach every student in every class every day. ISTE and ASCD.

Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership: Journal of the Department of Supervision and Curriculum Development, N.E.A, 70, 16–20. https://bit.ly/3qQnTxG

Schmidt, S., & Ralph, D. (2016). The Flipped classroom: A twist on teaching. Contemporary Issues in Education Research (CIER), 9, 1. https://doi.org/10.19030/cier.v9i1.9544

Seaboyer, J. (2013). The role of technology-assisted assessment in fostering critical reading in undergraduate literary studies. In Proceedings of international computer assisted assessment conference. Computer Assisted Assessment.

Shih, H. J., & Huang, S. C. (2020). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755–784. https://doi.org/10.1080/09588221.2019.1590420

Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers & Education, 147, 103789. https://doi.org/10.1016/j.compedu.2019.103789

Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18, 159–187. https://doi.org/10.15702/MALL.2015.18.2.159

Tang, F., Chen, C., Zhu, Y., Zuo, C., Zhong, Y., Wang, N., Zhou, L., Zou, Y., & Liang, D. (2017). Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship. Medical Education Online, 22(1), 1395679. https://doi.org/10.1080/10872981.2017.1395679

Tsai, Y.-R. (2019). Promotion of learner autonomy within the framework of a flipped EFL instructional model: Perception and perspectives. Computer Assisted Language Learning, 34(7), 1–32. https://doi.org/10.1080/09588221.2019.1650779

Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117

Umutlu, D., & Akpinar, Y. (2020). Effects of different video modalities on writing achievement in flipped English classes. Contemporary Educational Technology, 12(2), ep270. https://doi.org/10.30935/cedtech/7993

Walsh, J. N., O’Brien, M. P., & Costin, Y. (2021). Investigating student engagement with intentional content: An exploratory study of instructional videos. The International Journal of Management Education, 19(2), 100505. https://doi.org/10.1016/j.ijme.2021.100505

Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79–91. https://doi.org/10.1016/j.compedu.2017.06.012

Wang, K., & Zhu, C. (2019). MOOC-based flipped learning in higher education: Students’ participation, experience and learning performance. International Journal of Educational Technology in Higher Education, 16(1), 1–18. https://doi.org/10.1186/s41239-019-0163-0

Wu, W.-C. V., Yang, J. C., Hsieh, J. S. C., & Yamamoto, T. (2020). Free from demotivation in EFL writing: The use of online flipped writing instruction. Computer Assisted Language Learning, 33(4), 353–387. https://doi.org/10.1080/09588221.2019.1567556

Xiu, Y., Moore, M. E., Thompson, P., & French, D. P. (2019). Student perceptions of lecture-capture video to facilitate learning in a flipped classroom. TechTrends, 63(4), 369–375. https://doi.org/10.1007/s11528-018-0293-6

Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75–88. https://doi.org/10.1016/j.compedu.2018.07.003

Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3), 313-340. https://doi.org/10.19173/irrodl.v17i3.2274

Zou, D., & Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8), 1127–1142. https://doi.org/10.1080/10494820.2018.1495654

...