Flipped Learning for Repurposing EFL Class Time in Moroccan University

Autor/in	Jaafari, Mohamed
Titel	Flipped Learning for Repurposing EFL Class Time in Moroccan University
Quelle	In: European Journal of Educational Sciences, 6 (2019) 4, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	Blended Learning; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Semitic Languages; Attendance; Instructional Materials; Computer Mediated Communication; Case Studies; Computer Assisted Testing; Universities; Language Tests; College Students; Morocco + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Arabisch; Hebräisch; Anwesenheit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Computerkonferenz; Case study; Fallstudie; Case Study; University; Universität; Language test; Sprachtest; Collegestudent; Marokko
Abstract	This article demonstrates the way flipped learning is implemented in response to new learning environment to solve inadequacies in setting and enhance learning and teaching practices. Accordingly, in the Faculty of Arabic Language in Marrakech, flipped classroom is adopted as a pedagogical solution to approach novel occurrences in teaching and learning context, namely students' irregular classroom attendance and quantity and variety of instructional material the students have to assimilate within an allotted time to meet deadlines. The question raised seeks to discover the extent flipped pedagogy is successful in improving the teaching and learning performances despite the mentioned inadequacies. For this purpose, and following flipped methodology, the course is disseminated to the learners through a technology based tool of communication and physical classroom time is managed for discussion purposes rather than lecturing in a traditional way. The success of this implementation is measured through the assessment of the students' performance in both online quizzes and on-campus exams. Pedagogical benefits and pending points in the implementation of such method in this particular context is thoroughly debated with the purpose to highlight the implications of this empirical case study for educators and researchers. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01