Abstract
Flipped Classroom Model is an instructional strategy that is gaining attention and adherents among instructors and educators nowadays. It is deviated from the conventional teaching method in which instructors mainly provide instructions in the classrooms. In applying the Model, students are requested by an instructor to watch a short video before the class. As a result, the instructor can instead devote more time to adopting active learning strategies in the classroom. The purpose of this study is to examine whether or not the Model is effective in students’ benefits and perceptions, illustrated by a case study. Result has indicated that the Model was not only more effective than the conventional method in delivering an overview of the required materials, but also students benefitted from the inclusion of added examples about working implementations to raise their confidence level on English learning.
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Wong, K., Chu, D.W.K. (2014). Is the Flipped Classroom Model Effective in the Perspectives of Students’ Perceptions and Benefits?. In: Cheung, S.K.S., Fong, J., Zhang, J., Kwan, R., Kwok, L.F. (eds) Hybrid Learning. Theory and Practice. ICHL 2014. Lecture Notes in Computer Science, vol 8595. Springer, Cham. https://doi.org/10.1007/978-3-319-08961-4_10
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DOI: https://doi.org/10.1007/978-3-319-08961-4_10
Publisher Name: Springer, Cham
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