Articles
Published 2024-01-30
Keywords
- innovative learning technologies, blended learning, distance learning, flipped classroom, the Humanities.
How to Cite
Valentieva, T., Pak, A., Lebid, O., Volkova, N., & Karpova, M. (2024). The use of innovative technologies for teaching the humanities. Amazonia Investiga, 13(73), 177–186. https://doi.org/10.34069/AI/2024.73.01.14
Abstract
The study of the flipped classroom methods is important for improving the quality of education and the effectiveness of learning in the context of modern technological changes and growing interest in distance education. The aim of this study was to determine the effectiveness of the use of the flipped classroom model in learning a foreign language for professional purposes. Testing was used to diagnose the effectiveness of assimilation of educational material, which included various types of tasks: multiple response, error correction, matching, fill in the blanks, open-ended tasks, completed responses. The total number of tasks is 25 (5 for each type) and questionnaires to determine the level of satisfaction with educational video materials and online learning. Tests and questionnaires were pre-validated according to the research objectives. The obtained results (?2emp = 8.095 > ?2 0.05 = 7.815) gave grounds to conclude that the blended learning model of flipped classroom in the development of foreign language competence is more effective than traditional learning. The experiment showed that this format helps students implement an individual learning trajectory, which contributes to improving academic performance. It was determined that the effectiveness of using this model depends on the quality of video materials and students’ ability to organize their own independent work. The prospects of further research ??? the study of the influence of the application of the flipped classroom model on the students’ learning motivation.
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References
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Afrilyasanti, R., Cahyono, B., & Astuti, U. P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research, 4, 65-81. https://acortar.link/U6FAu9
Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), 1870801. https://doi.org/10.1080/2331186X.2020.1870801
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60-80. http://dx.doi.org/10.5539/elt.v9n10p60
Al-Naabi, I. S. (2020). Is it worth flipping? The impact of flipped classroom on EFL students’ grammar. English Language Teaching, 13(6), 64-75. https://doi.org/10.5539/elt.v13n6p64
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68, 1017-1051. https://doi.org/10.1007/s11423-019-09718-8
Bergmann, J., & Sams, A. (2012). Flip Your Classroom (Reach Every Student in Every Student in Every Class Every Day). Washington DC: Eugene Oregon.
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 275. https://doi.org/10.3390/educsci10100275
Di Marco, L., Breton, J., Martin, D. K., Morand, P., & Gillois, P. (2020). Freedom of master’s degree students to study in health curricula: Switching to optimized blended learning as a solution! Yearbook of Medical Informatics, 29(1), 247-252. https://doi.org/10.1055/s-0040-1701978
Galindo-Dominguez, H. (2021). Flipped classroom in the educational system. Educational Technology & Society, 24(3), 44-60. https://www.jstor.org/stable/27032855
Gok, D., Bozoglan, H., & Bozoglan, B. (2023). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 36(4), 840-860. https://doi.org/10.1080/09588221.2021.1950191
Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., Sharab, M., & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open, 7, 1129-1138. https://doi.org/10.1002/nop2.492
Horban, O., Protsenko, O., Tytarenko, V., Bulvinska, O., Melnychenko, O. (2022). Cultural economics: The role of higher education institution in shaping the value systems. Scientific Bulletin of National Hirnichoho University, 1, 128-132. https://doi.org/10.33271/nvngu/2022-1/128
Hotle, S. L., & Garrow, L. A. (2016). Effects of the traditional and flipped classrooms on undergraduate student opinions and success. Journal of Professional Issues in Engineering Education and Practice, 142(1), 05015005. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000259
Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12(3), 665-680. https://doi.org/10.29333/iji.2019.12340a
Kawinkoonlasate, P. (2019). Integration in flipped classroom technology approach to develop English language skills of Thai EFL learners. English Language Teaching, 12(11), 23-34. https://doi.org/10.5539/elt.v12n11p23
Konotop, O., Bykonia, O., Bondar, O., Shevchenko, Y., & Korobeinikova, T. (2023). Effectiveness of generative learning strategies in independent study of English using mobile technologies. Revista Eduweb, 17(3), 160-181. https://doi.org/10.46502/issn.1856-7576/2023.17.03.14
Košir, K., Dugonik, Š., Huski?, A., Gra?ner, J., Kokol, Z., & Krajnc, Ž. (2022). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic. Educational Studies, 48(6), 844-848. https://doi.org/10.1080/03055698.2020.1833840
Laura-De La Cruz, K. M., Roque-Coronel, L. M., Noa-Copaja, S. J., & Rejas-Junes, L. R. (2022). Flipped classroom methodology in English language learning in higher education. In: International Conference on Information Technology & Systems (pp. 448-459). Cham: Springer International Publishing.
Mandasari, B., & Wahyudin, A. Y. (2021). Flipped classroom learning model: implementation and its impact on EFL learners’ satisfaction on grammar class. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 150-158. https://ethicallingua.org/25409190/article/view/234
Marrero-Sánchez, O., & Vergara-Romero, A. (2023). Competencia digital del estudiante universitario. Una actualización sistemática y bibliográfica. Amazonia Investiga, 12(67), 9-18. https://doi.org/10.34069/AI/2023.67.07.1
Ngo, H. K., & Yunus, M. (2021). Flipped classroom in English language teaching and learning: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 11(3), 185-196. http://dx.doi.org/10.6007/IJARBSS/v11-i3/8622
Phoeun, M., & Sengsri, S. (2021). The effect of a flipped classroom with communicative language teaching approach on undergraduate students’ English speaking ability. International Journal of Instruction, 14(3), 1025-1042. https://doi.org/10.29333/iji.2021.14360a
Safiyeh, H. A., & Farrah, M. (2020). Investigating the effectiveness of flipped learning on enhancing students’ English language skills. English Review: Journal of English Education, 9(1), 193-204. https://doi.org/10.25134/erjee.v9i1.3799
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute. https://files.eric.ed.gov/fulltext/ED535180.pdf
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2023). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 31(2), 1077-1088. https://doi.org/10.1080/10494820.2020.1817761
Tretiak, O. P., Melenets, L. I., Shcherbyna, V. M., Poliakova, O. V., & Kravchuk, L. V. (2021). The role of instilling moral values in primary schoolchildren. Journal of the University of Zulia, 12(35), 37-62. https://doi.org/10.46925//rdluz.35.03
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
Valizadeh, M., & Soltanpour, F. (2020). The flipped pedagogy: Effects on the grammatical competence and writing skill of basic users of English. International Journal of Instruction, 13(3), 761-776. https://doi.org/10.29333/iji.2020.13351a
Velde, R. V., Blignaut-Van Westrhenen, N., Labrie, N. H., & Zweekhorst, M. B. M. (2020). ‘The idea is nice… but not for me’: First-year students’ readiness for large-scale ‘flipped lectures’ – what (de)motivates them? Higher Education, 81, 1157-1175. https://doi.org/10.1007/s10734-020-00604-4
Vitta, J. P., & Al-Hoorie, A. H. (2023). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1268-1292. https://doi.org/10.1177/1362168820981403
Yajie, C., & Jumaat, N. F. B. (2023). Blended learning design of English language course in higher education: A systematic review. International Journal of Information and Education Technology, 13(2), 364-372. https://doi.org/10.18178/ijiet.2023.13.2.1815
Afrilyasanti, R., Cahyono, B., & Astuti, U. P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research, 4, 65-81. https://acortar.link/U6FAu9
Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), 1870801. https://doi.org/10.1080/2331186X.2020.1870801
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60-80. http://dx.doi.org/10.5539/elt.v9n10p60
Al-Naabi, I. S. (2020). Is it worth flipping? The impact of flipped classroom on EFL students’ grammar. English Language Teaching, 13(6), 64-75. https://doi.org/10.5539/elt.v13n6p64
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68, 1017-1051. https://doi.org/10.1007/s11423-019-09718-8
Bergmann, J., & Sams, A. (2012). Flip Your Classroom (Reach Every Student in Every Student in Every Class Every Day). Washington DC: Eugene Oregon.
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 275. https://doi.org/10.3390/educsci10100275
Di Marco, L., Breton, J., Martin, D. K., Morand, P., & Gillois, P. (2020). Freedom of master’s degree students to study in health curricula: Switching to optimized blended learning as a solution! Yearbook of Medical Informatics, 29(1), 247-252. https://doi.org/10.1055/s-0040-1701978
Galindo-Dominguez, H. (2021). Flipped classroom in the educational system. Educational Technology & Society, 24(3), 44-60. https://www.jstor.org/stable/27032855
Gok, D., Bozoglan, H., & Bozoglan, B. (2023). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 36(4), 840-860. https://doi.org/10.1080/09588221.2021.1950191
Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., Sharab, M., & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open, 7, 1129-1138. https://doi.org/10.1002/nop2.492
Horban, O., Protsenko, O., Tytarenko, V., Bulvinska, O., Melnychenko, O. (2022). Cultural economics: The role of higher education institution in shaping the value systems. Scientific Bulletin of National Hirnichoho University, 1, 128-132. https://doi.org/10.33271/nvngu/2022-1/128
Hotle, S. L., & Garrow, L. A. (2016). Effects of the traditional and flipped classrooms on undergraduate student opinions and success. Journal of Professional Issues in Engineering Education and Practice, 142(1), 05015005. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000259
Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12(3), 665-680. https://doi.org/10.29333/iji.2019.12340a
Kawinkoonlasate, P. (2019). Integration in flipped classroom technology approach to develop English language skills of Thai EFL learners. English Language Teaching, 12(11), 23-34. https://doi.org/10.5539/elt.v12n11p23
Konotop, O., Bykonia, O., Bondar, O., Shevchenko, Y., & Korobeinikova, T. (2023). Effectiveness of generative learning strategies in independent study of English using mobile technologies. Revista Eduweb, 17(3), 160-181. https://doi.org/10.46502/issn.1856-7576/2023.17.03.14
Košir, K., Dugonik, Š., Huski?, A., Gra?ner, J., Kokol, Z., & Krajnc, Ž. (2022). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic. Educational Studies, 48(6), 844-848. https://doi.org/10.1080/03055698.2020.1833840
Laura-De La Cruz, K. M., Roque-Coronel, L. M., Noa-Copaja, S. J., & Rejas-Junes, L. R. (2022). Flipped classroom methodology in English language learning in higher education. In: International Conference on Information Technology & Systems (pp. 448-459). Cham: Springer International Publishing.
Mandasari, B., & Wahyudin, A. Y. (2021). Flipped classroom learning model: implementation and its impact on EFL learners’ satisfaction on grammar class. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 150-158. https://ethicallingua.org/25409190/article/view/234
Marrero-Sánchez, O., & Vergara-Romero, A. (2023). Competencia digital del estudiante universitario. Una actualización sistemática y bibliográfica. Amazonia Investiga, 12(67), 9-18. https://doi.org/10.34069/AI/2023.67.07.1
Ngo, H. K., & Yunus, M. (2021). Flipped classroom in English language teaching and learning: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 11(3), 185-196. http://dx.doi.org/10.6007/IJARBSS/v11-i3/8622
Phoeun, M., & Sengsri, S. (2021). The effect of a flipped classroom with communicative language teaching approach on undergraduate students’ English speaking ability. International Journal of Instruction, 14(3), 1025-1042. https://doi.org/10.29333/iji.2021.14360a
Safiyeh, H. A., & Farrah, M. (2020). Investigating the effectiveness of flipped learning on enhancing students’ English language skills. English Review: Journal of English Education, 9(1), 193-204. https://doi.org/10.25134/erjee.v9i1.3799
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute. https://files.eric.ed.gov/fulltext/ED535180.pdf
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2023). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 31(2), 1077-1088. https://doi.org/10.1080/10494820.2020.1817761
Tretiak, O. P., Melenets, L. I., Shcherbyna, V. M., Poliakova, O. V., & Kravchuk, L. V. (2021). The role of instilling moral values in primary schoolchildren. Journal of the University of Zulia, 12(35), 37-62. https://doi.org/10.46925//rdluz.35.03
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
Valizadeh, M., & Soltanpour, F. (2020). The flipped pedagogy: Effects on the grammatical competence and writing skill of basic users of English. International Journal of Instruction, 13(3), 761-776. https://doi.org/10.29333/iji.2020.13351a
Velde, R. V., Blignaut-Van Westrhenen, N., Labrie, N. H., & Zweekhorst, M. B. M. (2020). ‘The idea is nice… but not for me’: First-year students’ readiness for large-scale ‘flipped lectures’ – what (de)motivates them? Higher Education, 81, 1157-1175. https://doi.org/10.1007/s10734-020-00604-4
Vitta, J. P., & Al-Hoorie, A. H. (2023). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1268-1292. https://doi.org/10.1177/1362168820981403
Yajie, C., & Jumaat, N. F. B. (2023). Blended learning design of English language course in higher education: A systematic review. International Journal of Information and Education Technology, 13(2), 364-372. https://doi.org/10.18178/ijiet.2023.13.2.1815
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