Collaborative Flipped Learning through CALL: A Recipe for Realizing Social Presence in Virtual Learning Environments
محورهای موضوعی : Research PaperMohammad Hossein Hariri Asl 1 , S. Susan Marandi 2 , Parviz Maftoon 3
1 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - English Department, Faculty of Literature, Alzahra University, Tehran, Iran
3 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
کلید واژه: CALL, flipped classroom, interactivity, social presence, asynchronous communication,
چکیده مقاله :
From the dawn of the third millennium, the utilization of state-of-the-art technology for educational purposes, especially computers and the Internet, has become prevalent across the globe. In this regard, flipping EFL classes appears to be an effective approach to practicing second/foreign languages through computer-assisted language learning (CALL) in order to extend the class time to asynchronous activities outside the class, and make the students more autonomous and actively engaged in the painstaking process of language learning. However, this question merits consideration why many current CALL programs run and taught through flipped learning do not seem to take full advantage of collaborative learning and peer-assessment, specifically taking place in asynchronous channels of communication, namely threaded comment forms and discussion boards. The present study investigates the prospect of realizing social presence as a shared feeling of community among the learners by restructuring and optimizing the existing methods for flipping language classes. Employing a qualitative research based on grounded theory and data triangulation, the researchers recorded, transcribed and analyzed 41 semi-structured group and individual interviews with 44 participants attending an online IELTS preparation course on the first researcher’s website for over one year. Additionally, the same interview questions were posed in an open-ended questionnaire accessible to the participants from the website. The obtained results suggested that learner-centered flipped classes in which asynchronous student-driven content development and out-of-class peer-assessment through commenting and replying are adequately practiced can tremendously increase student interactivity, thereby fulfilling the sense of social presence.
Abrams, Z. I. (2001). Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System, 29(4), 589-503.
Arfstrom, K. M. (2014, July 1). What’s the difference between a flipped classroom and flipped learning? Retrieved from https://edtechmagazine.com/k12/article/2014/07/whats-difference-between-flipped-classroom-and-flipped-learning
Baker, J. W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. In J. A. Chambers (Ed.), Selected papers from the 11th international conference on college teaching and learning (pp. 9-17). Jacksonville, FL: Florida Community College.
Başal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37. doi:10.17718/tojde.72185
Bender, W. N., & Waller, L. B. (2013). Cool tech tools for lower tech teachers: 20 tactics for every classroom. California: Corwin.
Blin, F. (2004). CALL and the development of learner autonomy: Towards an activity-theoretical perspective. ReCALL, 16(2), 377-395. doi:10.1017/S0958344004000928
Briggs, C. (1986). Learning how to ask. Cambridge: Cambridge University Press.
Broad, M., Matthews, M., & McDonald, A. (2004). Accounting education through an online-supported virtual learning environment. Active Learning in Higher Education, 5(2), 135-151. doi:10.1177/1469787404043810
Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Charmaz, K. (2005). Grounded theory in the 21st century: Application for advancing social justice studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research. California: Sage.
Cobb, S. C. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3), 241-254.
Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21. doi:10.1007/bf00988593
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd Ed.). California: Sage Publications.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Egbert, J., Herman, D., & Lee, H. (2015). Flipped instruction in English language teacher education: A design-based study in a complex, open-ended learning environment. TESL-EJ, 19(2), 1-23.
Duff, P. A. (2008). Case study research in applied linguistics. New York, NY: Taylor & Francis Group.
Godwin-Jones, R. (2014). Global reach and local practice: The promise of MOOCS. Language Learning & Technology, 18(3), 5-15.
Gunawardena, C. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2-3), 147-166.
Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(1), 98-109.
Hariri Asl, M. H., & Marandi, S. (2017). Peer-assessment and student-driven negotiation of meaning: Two ingredients for creating social presence in online EFL social contexts. Issues in Language Teaching, 6(1), 117-144. doi:10.22054/ILT.2017.8421
Hauck, M., & Warnecke, S. (2013). Materials design in CALL: Social presence in online environments. In M. Thomas, H. Reinders & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 95-115). London: Bloomsbury Academic.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.
Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16-27.
Hutchings, M., & Quinney, A. (2015). The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: Responding to ‘the bomb in the basement’. The Electronic Journal of e-Learning, 13(2), 106-119.
Kostka, I., & Brinks Lockwood, R. (2015). What’s on the internet for flipping English language instruction? TESL-EJ, 19(2), 1-12.
Kramsch, C., A’Ness, F., & Lam, W. S. E. (2000). Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning and Technology, 4(2), 78-104.
Lamy, M. N., & Hampel, R. (2007). Online communication in language learning and teaching. Hampshire: Palgrave Macmillan.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverley Hills, CA: Sage.
McBride, N., & Seago, K. (1996). The A to Z of grammar: An integrated CALL project. Computer Assisted Language Learning, 9(1), 45-61. doi:10.1080/0958822960090103
McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23. doi:10.1002/1520.6629(198601)14: 1%3C6::aid-jcop2290140103%3E3.0.co;2-i
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Inc.
Mok, H. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Madison Ave, NY: Routledge.
Nunan, D., & Bailey, C. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning.
Ockey, G. J. (2007). Construct implications of including still image or video in computer-based listening tests. Language Testing, 24(4), 517-537. doi:10.1177/0265532207080771
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: John Wiley & Sons, Inc.
Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. JALN, 6(1), 21-40.
Razak, R. A., Kaur, D., Halili, S. H., & Ramlan, Z. (2016). Flipped ESL teacher professional development: Embracing change to remain relevant. Teaching English with Technology, 16(3), 85-102.
Rennie, D., & Fergus, K. D. (2006). Embodied categorizing in the grounded theory method: Methodical hermeneutics in action. Theory and Psychology, 16(4), 483-503. doi:10.1177/0959354306066202
Robson, C. (2007). How to do a research project: A guide for university students. Malden: Blackwell Publishing.
Santikarn, B., & Wichadee, S. (2018). Flipping the classroom for English language learners: A study of learning performance and perceptions. International Journal of Emerging Technologies in Learning, (13)9, 123-135. doi:10.3991/ijet.v13i09.7792
Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge: Cambridge University Press.
Tu, C. H. (2001). How Chinese perceive social presence: An examination of interaction in online learning environment. Educational Media International, 38(1), 45-60.
Tu, C. H. (2002). The relationship between social presence and online privacy. Internet and Higher Education, 5(4), 293-318. doi:10.1016/s1096-7516(02)00134-3
Tu, C. H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131-150.
Waring, H. Z. (2009). Moving out of IRF (Initiation-Response-Feedback): A single case analysis. Language Learning, 59(4), 796-824. doi:10.1111/j.1467-9922.2009.00526.x
Warschauer, M., & Whittaker, P. F. (2002). The internet for English teaching: Guidelines for teachers. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 368-373). Cambridge: Cambridge University Press. doi:10.1017/cbo9780511667190.053
Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. The Journal of Asia TEFL, 11(4), 53-87.
Wishnoebroto, W. (2014). Flipping the classroom: How reversing teaching-learning process can improve learner’s comprehension in learning foreign language. Humaniora, 5(2), 1114-1121. doi:10.21512/humaniora.v5i2.3228
