Flipped Learning with Turkish Students; Just One More Hit; Flip The Page
Tarih:
Konum: Ahmet Ersan Conference Hall
TED University Center for Teaching and Learning is inviting our academicians to the seminars in the frame of Flipped Classrrom Applications by Joel Compton, Joshua Shannon-Chastain and Eric Beyer, (MEF University)
Flipped Learning with Turkish Students: Issues of Dissonance to Possible Harmonization by Joel Compton
Abstract
Flipped Learning is a rapidly expanding, popular methodology. It has become a talking point at educational conferences and in academic studies, and its use is growing worldwide. As it grows, certain questions surface which demand thoughtful consideration. Do issues arise in the implementation of Flipped Learning in settings that could be considered culturally diverse from the settings in which the movement began? If so, how should these be addressed? In order to answer these questions, three studies based on Geert Hofstede’s cultural dimensions were conducted in a Turkish foundation university context. The results suggest that in order for the pedagogical assumptions of Flipped Learning to be accepted and put to use, certain values could be discussed and behaviors developed and which would build even more bridges between the learning philosophies of both student and teacher in the MEF University English Language Preparatory Program and beyond. To sum up, the results of this study will prove beneficial in helping both parties identify what areas of disagreement or misunderstanding might appear and how to effectively address these in order to create a healthy learning environment.
Biography
Joel David Compton is a teacher/coach at MEF University in Maslak, Istanbul, Turkey. He is particularly interested in utilizing the best elements of the flipped classroom in the classes he teaches in the School of Foreign Languages.
Just One More Hit: Student Engagement with Pre-Class Videos in the Evolution of an English for Academic Purposes Course from Traditional to Flipped by Joshua Shannon-Chastain
Abstract
The primary objective of this research is to use data gathered from a semester of a Flipped first-year English for Academic Purposes (EAP) course to examine our assumptions about Flipped Learning. To this end and to further improve the course, the following research questions emerged: How long is the optimal length of a video to capture students’ attention?; Why are some videos viewed more than others?; Why do certain videos capture students’ attention for longer?; Why do students engage in some online activities more than others?. To answer these questions, YouTube and Blackboard analytics were gathered from the second year EAP course and compared against students’ perceptions in surveys and a focus group. Based on what we learnt, we asked ourselves: How can we adapt our Flipped courses to encourage the successful patterns of learning of our learners and discourage the unsuccessful patterns? Based on the analysis of outcomes, we have identified that our EAP Flipped best-practice theories are effective, and we have further developed best practices that lead to student success and removed those hindering progress. Based on these implications, a number of clear lessons have been learned that will be incorporated into future courses.
Biography
Joshua Shannon-Chastain is the Faculty Academic English Coordinator at MEF University. For the last two years as an instructor and coordinator of first-year English at MEF University he has been developing curriculum and materials that motivate and engage students using a flipped learning model.
Flip The Page: Reinvigorating Literature in the Classroom through Flipped Learning by Eric Beyer
Abstract
Flipped Learning is a new educational approach which supports the pedagogical needs of today’s students. In the Flipped approach, instructors make content available to students before class through web-based technologies, allowing for student-centered lessons. Following a Flipped approach on our literature course, literature texts were provided to students prior to class, leaving class-time free for discussion. Though effective, the design was instructor-centric. On the second course, aiming for a student-centric approach, students posted thematic artifacts onto a digital platform prior to class, and then shared their choices in class. Having tried two approaches, we wanted to compare the different classes’ experiences. To do this, the following questions arose: Does providing student choice in material selection affect student’s sense of ownership and autonomy? In which approach do students feel most engaged prior to class? In which approach do students feel most prepared for class? To answer these questions, the following data was compared: student focus groups; end-of-semester student surveys, and instructors’ journal entries. Based on data comparisons, we identified that the second approach led to higher levels of student ownership, autonomy, engagement, and preparedness. The resulting implications are being used to review the course design to further enhance the learning experience.
Biography
Mr. Eric James Beyer is an American-born writer, musician, and educator currently working at MEF University in Istanbul. He is interested in taking the traditional approach to literature and enhancing student ownership, collaboration and class-preparedness through introducing social media platforms for the sharing, rating and discussion of student-chosen artifacts, as well as curriculum design.