Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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The increasing integration of Artificial Intelligence (AI) within educational contexts is fostering significant pedagogical shifts, with flipped learning concurrently gaining prominence as a dynamic, student-centered instructional model. Despite their individual merits, there remains a paucity of empirical research on the synergistic effects when AI enhances flipped learning, particularly concerning crucial EFL learner variables such as metacognitive awareness, writing development, and foreign language boredom. This study, therefore, aimed to address this gap by examining the impact of an AI-enhanced flipped learning environment. To this end, a quasi-experimental design was implemented...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

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The present study compares the academic performance of students of Spanish as a second language between a control group following a flipped learning methodology and another group receiving more traditional instruction. It also evaluates the impact of combining the two methodologies during the same semester on the students' linguistic performance. The results of the pre- and post-tests based on grammar activities indicate that, in the between-subjects design, there are no notable differences between the inverted and non-inverted groups. The findings of the within-group analysis show that students who have combined both methodologies perform better in the non-inverted instructional model....

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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A few limited efforts have been made to promote artificial intelligence (AI) literacy for citizens. The objective of this study was to design, implement and evaluate an AI literacy course for university students. One of the study's research questions was whether university students from a variety of disciplines could develop a conceptual understanding of AI through a literacy course. We promoted this course to 4000 students and recruited 120 volunteer participants to attend and complete the 7-h course. The results of our pre-course and post-course surveys indicated that the participants made significant progress in understanding AI concepts, felt empowered to work with AI. These findings...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Hybrid learning strategies blend face-to-face instruction with online components, using Learning Management Systems (LMSs) as key platforms for educational resources. In strategies like the flipped classroom, students need to follow a specific learning pathway to complete certain activities in the LMS before class. This includes watching videos and completing readings and quizzes, to prepare for hands-on exercises during classroom time. Consistent student engagement with this approach is vital for success – but in large subjects with hundreds of enrolments, monitoring that engagement is a complex task. Using the data collected in an LMS, this paper presents an approach for detecting...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: enseñanza en línea e híbrida

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La pandemia de la COVID-19 ha agravado la equidad en el acceso a la tecnología de muchos estudiantes. Como consecuencia, ha habido un gran ausentismo estudiantil y el concepto de comunidad en el aula se ha visto menoscabado. De ahí que la interacción en la adquisición de lenguas en general y, concretamente, del español como lengua extranjera se haya reducido drásticamente pese a ser uno de los elementos clave en esta disciplina. Por ello, se presentan estrategias que favorecen la propincuidad digital para crear comunidades de aprendizaje vivas y cambiantes y, a su vez, fomentar paralelamente la independencia cognitiva y la interdependencia social desde el modelo de “Comunidad de indagación”....

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

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This study investigates patterns associated with the integration of video-based tasks within a flipped classroom model grounded in task-based language teaching (TBLT) in relation to English as a foreign language (EFL) learners’ speaking fluency, accuracy, and engagement. TBLT emphasizes meaning-focused, real-world tasks that encourage authentic communication and learner autonomy. The study involved 50 Indonesian university students enrolled in an advanced speaking course. Over 6 weeks, participants engaged with TED Talk videos outside the classroom and completed structured in-class speaking tasks aligned with TBLT principles. Quantitative findings showed observable differences between pre- and post-participation assessments, with gains in fluency (+1.56) and accuracy (+1.36) based on CEFR-aligned assessments and paired-sample t -tests...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: aula invertida/flipped learning

Resumen:

Flipped learning has become a popular approach in various educational fields, including second language teaching. In this approach, the conventional educational process is reversed so that learners do their homework and prepare the material before going to class. Class time is then devoted to practice, discussion, and higher-order thinking tasks in order to consolidate learning. In this article, we meta-analysed 56 language learning reports involving 61 unique samples and 4,220 participants. Our results showed that flipped classrooms outperformed traditional classrooms, g = 0.99, 95% CI (0.81, 1.17), z = 10.90, p .001. However, this effect had high heterogeneity (about 86%), while applying the Trim and Fill method for publication bias made it shrink to g = 0.58, 95% CI (0.37, 0.78). Moderator analysis also showed that reports...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

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While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency learners. The present study aims to examine the pedagogical effects of flipped learning on low-proficiency students’ learning outcomes and attitudes (motivation and self-efficacy). An eight-week experiment was conducted on 52 low-proficiency learners who attended intensive English grammar classes in a national high school. The experimental group (EG) (27 students) learnt with the flipped approach whereas the contrast group (CG) (25 students) was taught through a conventional approach. The performance by...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

The Covid-19 pandemic required a transformation into innovative classroom pedagogies that expected language learners to become more active and shoulder more responsibilities than before. In this article, I report on my first experience of doing exploratory practice to examine online flipped classrooms used to develop English as a foreign language (EFL) students’ self-directed learning. In a classroom-based mixed-methods study, I examined and puzzled over classroom practices that may promote learners’ self-directed readiness in the context of a university-level writing class. The results indicated a significant increase in my students’ desire for learning and self-control. They also showed that learners need technical assistance and psychological support to increase their self-directed learning skills and become more self-directed and...

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