EFL Students’ Perceptions of Activeness During the Implementation of Flipped Learning Approach at a Colombian University.

  • Yuri Paola Chivata Universidad Pedagogica y Tecnologica de Colombia
  • Rocio Cristina Oviedo Universidad Pedagogica y Tecnologica de Colombia
Keywords: Flipped learning, active learning, activeness, EFL, perceptions

Abstract

Flipped Learning is a pedagogical approach that provides students with more time in class to practice or engage in dynamic tasks in order to promote active learning. Although many studies around the world have studied its effectiveness and impact on academic performance, few have explored students’ perceptions of this approach. This case study was carried out in order to explore students’ perceptions of activeness during the implementation of a Flipped Learning approach. The participants were 84 students from a state university in Colombia who were taking English as a complementary subject as part of their undergraduate degree programs. Students were exposed to this approach during a 16-week period in which they carried out different pre-class, during-class, and post-class activities. Data collection instruments were designed based on the first three pillars of the approach (Flexible Environment, Learning Culture and Intentional Content). Data were collected through immediate feedback, a questionnaire, and a focus group interview, and were then analysed in light of these three pillars. The data indicated that students felt there was more engagement, their voices were heard, they felt increased ownership of their learning, and they demonstrated a positive opinion towards collaborative work.

Key words: Flipped Learning, Active Learning, Activeness, ELT, perceptions.

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Author Biographies

Yuri Paola Chivata, Universidad Pedagogica y Tecnologica de Colombia

is a modern language teacher from Universidad Pedagógica y Tecnológica de Colombia. She holds an M.A in language teaching from the same university. She has worked in public and private educational settings for 5 years. Her research interests include teachers’ beliefs and practices and pedagogical innovations.

Rocio Cristina Oviedo, Universidad Pedagogica y Tecnologica de Colombia

holds a B.A. in English Teaching from Universidad Industrial de Santander and a M.A. in Language Teaching from Universidad Pedagógica y Tecnológica de Colombia. She holds certificate in Early Childhood Education from the College of Southern Maryland, US. Her fields of interests include E-learning, cooperative learning, English language methodology and Flipped Learning. Currently, she works as a full time English teacher at Universidad Pedagógica y Tecnológica de Colombia.

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Published
2018-12-17
How to Cite
Chivata, Y., & Oviedo, R. (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/https://doi.org/10.26817/16925777.436