Wikispaces: A Social Constructivist Approach to Flipped Learning in Higher Education Contexts
3
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.
Abstract
This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.
참고문헌 (28)
- R. Garrison, "Blended learning in higher education: Framework, principles and guidelines" (2008), Jossey-Bass
- B. Tucker, "The flipped classroom", Education Next, 12(1), pp.82~83 (2012)
- "The Flipped Class: What It Is and What It Is Not" (2012)[URL]
- C. C. Bonnell, "Active learning: Creating excitement in the classroom" (1991), George Washington University Press
- C. Meyers, "Promoting active learning:Strategies for the college classroom" (1993), Jossey-Bass
- E. Kassens-Noor, "Twitter as a teaching practice to enhance active and informal learning in higher education : The case of sustainable tweets", Active Learning in Higher Education, 13(1), pp.9~21 (2012)
- C. C. Bonwell, "The active learning continuum : Choosing activities to engage students in the classroom", New Directions for Teaching and Learning, 67, pp.3~16 (1996)
- B. S. Bloom, "Taxonomy of educational objectives" (1984), Allyn and Bacon
- A. Lund, "Wikis: A Collective Approach to Language Production", ReCALL, 20(1), pp.35~54 (2008)
- B. Leuf, "The Wiki way: quick collaboration on the Web" (2001), Addison-Wesley
- L. Lee, "Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course", Calico Journal, 27(2), pp.260~276 (2010)
- 배주경, "Wiki-based English writing: Its effect on English writing proficiency and anxiety and Korean learners' perceptions", 멀티미디어 언어교육, 10(1), pp.81~105 (2007), 한국멀티미디어언어교육학회
- R. Kern, "Perspectives on Technology in Learning and Teaching Languages", TESOL Quarterly, 40(1), pp.183~210 (2006)
- K. A. Watson-Gegeo, "Mind, Language and Epistemology:Toward a Language Socialization Paradigm for SLA", The Modern Language Journal, 88(3), pp.331~350 (2004)
- J. P. Lantolf, "Sociocultural Theory and the Genesis of Second Language Development" (2006), Oxford University Press
- A. Pavlenko, "Sociocultural Theory and Second Language Learning", pp.155~177 (2000), Oxford University Press
- B. Higgs, "Emerging Issues in The Practice of University Learning and Teaching", pp.37~44 (2005)
- C. C. Bonwell, "The active learning continuum: Choosing activities to engage students in the classroom", New Directions for Teaching and Learning, 67, pp.3~16 (1996)
- H-T. Hung, "Flipping the classroom for English language learners to foster active learning", Computer Assisted Language Learning, 28(1), pp.81~96 (2015)
- N. Augar, "Teaching and learning online with wikis", Proceedings of the 21st ASCILITE (2004)
- M. Barton, "The future of rational-critical debate in online public spheres", Computers and Composition, 22, pp.177~190 (2005)
- R. Godwin-Jones, "Emerging technologies: Blogs and wikis:Environments for On-line Collaboration", Language Learning & Technology, 7(2), pp.12~16 (2003)
- G. Kessler, "Student-initiated attention to form in wikibased collaborative writing", Language Learning &Technology, 13(1), pp.79~95 (2009)
- H-C. Liou, "How wiki-based writing influences college students’ collaborative and individual composing products, processes, and learners’ perceptions", International Journal of Computer-Assisted Language Learning and Teaching, 1(1), pp.45~61 (2011)
- T. Franklin, "Web 2.0 for content for Learning and Teaching in Higher Education", JISC, ~ (2007)
- S. Langdon, "Wiki & blog: Using social communication tools for teaching writing", IATEFL CALL Review, 7, pp.38~40 (2005)
- P. Reason, "Handbook of action research:Participative inquiry and practice" (2001), Sage
- G. E. Mills, "Action research: A guide for the teacher researcher" (2000), Prentice-Hall, Inc