STUDENTS' AUTONOMOUS LEARNING IN FLIPPED CLASSROOM: THE ANALYSIS OF THE POTENTIALS AND PITFALLS
Abstract
The use of technology in teaching has increased significantly and the conventional classroom now can be replaced by providing online teaching-learning. Most of the platforms of online learning focus only on giving assignments and works instead of giving teaching material. Thus, in the teaching and learning process, the students' autonomous learning are not built. In this study, flipped classrooms were the model of online learning used replacing the role of students and teachers in the teaching and learning process and to see how it affected the learners' autonomy. The flipped classroom approach stated to be a shift of the responsibility from teacher to students, thus the students were not passive participants in the classroom and they were given the opportunity to develop their own autonomy in learning. This study aimed to describe the potential and pitfalls of applying flipped classroom as a teaching model in the teaching and learning process. The researchers employed a qualitative research design and the data was collected through an interview and Learner Autonomy Questionnaire. The system logs used in flipped classrooms was also taken as a triangulation data.
Keywords
References
Prensky, M. Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. 2001. [2] Thorne, Kaye. Blended Learning: How to Integrate Online and Traditional Learning. Kogan Page. Pp. 120-122. 2003. [3] Gonzales-Pardo, Juanita. Incorporating blended learning in an undergraduate English course in Colombia. Blended Learning in English Language Teaching: Course Design and Implementation. British Council. Pp. 51-60. 2013. [4] Oakley, Grace. From Diffusion to Explosion: Accelerating Blended Learning at the University of Western Australia: Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific. United Nations Educational, Scientific and Cultural Organization. Pp. 67-98. 2016. [5] Bergmann, Jonathan and Sams, Aaron. Flip Your Classroom. International Society for Technology in Education, pp 21. 2012. [6] Little, D. Learner Autonomy. Definitions, Issues and Problems. 2012. [7] Pigg, S., & Morrison, B. Student practices and perceptions in flipped courses. J. B. Waldrop, & M. A. Bowdon (Eds.), Best practices for flipping the college classroom. pp. 131-145. 2015. [8] Garza, Sara-Arnold. The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction. Communications in Information Literacy. 8(1). Pp. 8. 2014. [9] Reidsema et al. The Flipped Classroom: Practice and Practices in Higher Education. Springer. 2017. [10] Roehl, A., Reddy, S. L., & Shannon, G. J. The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49. 2013. [11] Tucker, B. The flipped classroom. Education Next, 12(1), 82-83. 2012. [12] Vaughan. Flipping the Learning: An Investigation into the Use of the Flipped Classroom Model in an Introductory Classroom. Education Research and Perspective International Journal. pp.24-41. 2014. [13] Yoon, Seo Young. Exploring Learner Perspectives on Learner Autonomy for Blended Learning in EFL Conversation Classes. 2018. [14] Oxford, L. R. Language learning styles and strategies. Learning styles and strategies. 2003. [15] Lage, M. J. and M. Treglia. Inverting the classroom: A gateway to creating an inclusive learning environment, The Journal of Economic Education, vol.31 pp.30-43. 2000. [16] Saleh, Suad Al Wahaibi. Learners Autonomy in an Undergraduate English Flipped Course. International Journal of Scientific Research and Innovative Technology. Pp 88-105. 2018. [17] Gavranovic, Valentina. Enhancing Learners Autonomy Learning through Flipped Classes. Modern Technologies in Language Teaching. International Scientific Conference on Information Technology and Data Related Research. 2017.
DOI: 10.33751/jhss.v6i3.6382
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
