Teachers' Perceptions about the Effectiveness of an Online Flipped Language Course

ID: 52119 Type: Roundtable
  1. Jiahang Li, College of Education, Michigan State University, United States
  2. Zilu Jiang, Ohio State University, United States

Wednesday, March 28 11:30 AM-12:30 PM Location: Edison Ballroom D View on map

Presider: Laurie Sharp, West Texas A&M University, United States

Abstract: With the increasing enrollment in distance and online courses (Watson, Pape, Murin, Gemin, & Vashaw, 2014), it is important to explore how to integrate the flipped classroom model in an online language course, especially the selection of various digital tools and teachers’ perceptions and beliefs about the effectiveness of an online flipped model This paper provides research findings regarding the integration of a flipped classroom model in an online language course, which is based on a research study conducted within a state-wide virtual school and a university in mid-west United States Based on interview and observation data, preliminary results show that although all teachers demonstrated positive attitude towards and believed in the effectiveness of the flipped model, their actual teaching practices differed from their less plan and their beliefs about the flipped model This paper, based on empirical research, has important implications to the field of online language teaching and learning


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