EFL TEACHERS’ REFLECTION IN THE IMPLEMENTATION OF ONLINE FLIPPED CLASSROOM: CHALLENGES AND STRATEGIES

Farida Noor Rohmah, David Sulistiawan Aditya

Abstract


The implementation of online flipped classroom was one of the impacts occurred due to Covid-19 pandemic in educational sector. This sudden shift caused challenges for EFL teachers. However, only a few studies researched the teachers’ challenges in implementing fully-online flipped classroom and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in implementing fully-online flipped classroom and their strategies to deal with them. This study employed a narrative inquiry method and the data were gathered with a semi-structured interview from three EFL teachers from a private university in Yogyakarta. The results showed that the teachers faced challenges including students’ motivation and engagement, students’ mixed ability, assessment, resistance to change and teachers’ workload. Teachers’ strategies were: maximizing synchronous meeting, providing meaningful and personalized feedback, assigning groupwork, utilizing formative assessment and collaborating with colleagues. This study can help the teachers to identify their challenges in implementing flipped classroom in an online environment and find the solutions.


Keywords


challenge; flipped-classroom; online; strategy; teacher.

Full Text:

PDF

References


Aljaraideh, Y. (2019). Students' perception of flipped classroom: A case study for private universities in Jordan. Journal of Technology and Science Education , 9(3): 368-377.

Al-Naabi, I., Al-Badi, A., & Kelder, J. (2022). Implementing flipped learning during Covid-19 in Omani higher education: EFL teachers’ perspectives. Issues in Educational Research, 32(2).

Ansari, M. S. (2013). Coping with the problems of mixed-ability classes: A study in the context of teaching english as a SL/FL. English Language Teaching, 10(6):182.

Blandford, A. (2013). Semi-structured qualitative studies. In The Encyclopedia of Human-Computer Interaction, 2nd Ed. The Interaction Design Foundation: Retrieved from https://www.interaction-design.org/literature/book/the-encyclopedia-of-human-computer-interaction-2nd-ed/semi-structured-qualitative-studies.

Chapman, C., & King, R. (2003). Differentiated instructional strategies for reading in the content areas. Thousand Oaks: Corwin Press.

Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers and Education, 79, 16-27.

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching and language learning . The modern language journal, 64-80.

Creswell, J. W. (2012). Ecuational research: planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.

Du, S.-C., Fu, Z.-T., & Wang, Y. (2014). The Flipped Classroom–Advantages and Challenges. International of Conference on Economic, Management, and Trade Cooperation (EMTC). Atlantis Press.

Haftador, A. M., Shirazi, F., & Mohebbi, Z. (2021). Online class or fipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Med Education, 21:499.

Haghi, M. (2020). The effective integration of fipped classroom in ELT context: A review of recent literature. Arab World English Journal (AWEJ) Proceedings of 2ndMEC TESOL Conference (pp. 120-132). https://dx.doi.org/10.24093/awej/MEC2.9.

Hazriani, N., Nor, H., & Saadillah. (2022). The synchronous and asynchronous learning at english department of univeristies in south kalimantan: practices and challenges. English Review: Journal of English Education, 1045-1056.

Karimi, M. N. (2014). Iranian EFL teachers' perceptions of dynamic assessment: exploring the role of education and length of service. Australian Journal of Teacher Education journal,, 143-162.

Keegan, D., Schwenke, E., Fritsch, H., Kenny, G., Kismihók, G., Bíró, M., & Nix, J. (2005). Virtual classrooms in educational provision: synchronous E-learning systems for European institutions. FernUniversität ZIFF Papiere, 126.

Khalisa, F. P., Mirizon, S., & Eryansyah. (2022). Challenges and strategies in early teaching experience: vioce of novice EFL Indonesian Lecturers. Voice of English Language Education Society, 417-428.

Lin, L.-C., Hung, I.-C., Kinshuk, & Chen, N.-S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course . Educational Technology and Research Development , 1573-1591 .

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Fransisco: CA: Jossey-Bass.

Meyer, L., Pierce, D., & Smith, B. (2015). Complete guide to the flipped classroom. Campus Technology Magazine , 28(7), 26-38.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis : A Methods Sourcebook. London: Sage.

Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 633–653.

Nawi, N., Jawawi, R., Matzin, R., & Jaidin, J. H. (2015). To Flip or Not to Flip: The Challenges and Benefits of Using Flipped Classroom in Geography Lessons in Brunei Darussalam. Review of Europian Studies , 133-145. DOI:10.5539/res.v7n12p133.

Nielsen, L. (2012). Five reasons I'm not flipping over the flipped classroom . Tech & Learning, 32(10), 46.

Northcote, R. (2006). Making mixed ability language classes really work - A report on the 1996 LTANT Conference. Babel Victoria Then Melbourne Journal of Australian Federation of Modern Language Teachers, 31(3).

Pedersen , F., & Kronborg, L. (2014). Challenging secondary teachers to examine beliefs and pedagogy when teaching highly able students in mixed-ability health education classes. Australasian Journal of Gifted Education, 15-27.

Pfister, H. R. (2005). How to support synchronous net-based learning discourse: Principles and perspectives. Springer US, 39-57.

Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under covid-19. Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1817761.

Vejvodová, J. (2007). Feedback in online learning the European online course net-trainers´ experience. Information and Communucation Technology in Education. Proceedings [editorka Erika Mechlová], 45-52.

Wang, T. (2017). Overcoming barriers to ‘flip’: building teacher’s capacity for the adoption of flipped classroom in Hong Kong secondary schools. RPTEL, https://doi.org/10.1186/s41039-017-0047-7.

Yin, R. (2014). Case Study Research: Design and Methods (5th ed.). Thousand Oaks: Sage PUblication Inc.




DOI: https://doi.org/10.25134/erjee.v11i2.7711

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 English Review: Journal of English Education