Online Flipped Classroom for English Enhancement Programs: A Literature Review
Standing
Graduate (Masters)
Type of Proposal
Oral Research Presentation
Faculty
Faculty of Education
Faculty Sponsor
Dr. Zuochen Zhang
Proposal
This review focuses on the benefits that flipped classrooms have in English language learning programs. Relevant topics include synchronous instruction, asynchronous instruction, online courses, blended learning, and learning motivation among international students.
To help international students meet English language requirements, many universities in Canada offer English language enhancement programs (ELEPs) with preparatory courses international students can take before enrolling in their programs of study at their host universities. However, the outbreak of COVID-19 forced many courses to be moved from physical classrooms to online classrooms. Given that online courses may bring increased pressure and difficulties to international students (Chen et al., 2020), using appropriate learning activities by blending the asynchronous and synchronous classes may help promote the learning outcomes (Lin et al., 2019).
It is essential to determine which pedagogies most effectively engage and motivate students, so instructors need to conduct needs assessments and identify the best ways to meet student expectations (Henry, 2018). As a pedagogical approach, the flipped classroom can be utilized in different ways depending on students’ learning preferences and the topics taught (Singh, 2020). Based on the review of literature related to online learning for English language enhancement, particularly the benefits of the flipped classroom, this presentation aims to facilitate discussion from audience members regarding approaches that can help international students with the best possible learning experience in Canadian higher education institutions in future online courses.
Availability
March 30 12-3pm & April 12-3pm
Special Considerations
References:
Lin, L. C., Hung, I. C., & Chen, N. S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course. Educational Technology Research and Development, 67(6), 1573-1591.
Chen, S. Y., Basma, D., Ju, J., & Ng, K. M. (2020). Opportunities and challenges of multicultural and international online education. Professional Counselor, 10(1), 120-132.
Henry, M. (2018). The online student experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education (Publication No. 2059) [Doctoral thesis, Edith Cowan University]. Research Online. https://ro.ecu.edu.au/theses/2059
Singh, N. (2020). “A little flip goes a long way”—the impact of a flipped classroom design on student performance and engagement in a first-year undergraduate economics classroom. Education Sciences, 10(11), 319. https://doi.org/10.3390/educsci10110319
Online Flipped Classroom for English Enhancement Programs: A Literature Review
This review focuses on the benefits that flipped classrooms have in English language learning programs. Relevant topics include synchronous instruction, asynchronous instruction, online courses, blended learning, and learning motivation among international students.
To help international students meet English language requirements, many universities in Canada offer English language enhancement programs (ELEPs) with preparatory courses international students can take before enrolling in their programs of study at their host universities. However, the outbreak of COVID-19 forced many courses to be moved from physical classrooms to online classrooms. Given that online courses may bring increased pressure and difficulties to international students (Chen et al., 2020), using appropriate learning activities by blending the asynchronous and synchronous classes may help promote the learning outcomes (Lin et al., 2019).
It is essential to determine which pedagogies most effectively engage and motivate students, so instructors need to conduct needs assessments and identify the best ways to meet student expectations (Henry, 2018). As a pedagogical approach, the flipped classroom can be utilized in different ways depending on students’ learning preferences and the topics taught (Singh, 2020). Based on the review of literature related to online learning for English language enhancement, particularly the benefits of the flipped classroom, this presentation aims to facilitate discussion from audience members regarding approaches that can help international students with the best possible learning experience in Canadian higher education institutions in future online courses.