Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education
<p class="p1">This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” i...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Ubiquity Press
2016-01-01
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| Series: | Journal of Interactive Media in Education |
| Subjects: | |
| Online Access: | https://jime.open.ac.uk/articles/397 |
| _version_ | 1818213205280817152 |
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| author | Núria Hernández-Nanclares Mónica Pérez-Rodríguez |
| author_facet | Núria Hernández-Nanclares Mónica Pérez-Rodríguez |
| author_sort | Núria Hernández-Nanclares |
| collection | DOAJ |
| description | <p class="p1">This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, face-to-face (F2F) Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. During 2013–14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University Virtual Learning Environment, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centred active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor. Therefore, the design targets module contents, skills practice and improvement of students’ linguistic skills. |
| first_indexed | 2024-12-12T06:00:35Z |
| format | Article |
| id | doaj.art-3a189b2422e64733a4a9d349ac20b83e |
| institution | Directory Open Access Journal |
| issn | 1365-893X |
| language | English |
| last_indexed | 2024-12-12T06:00:35Z |
| publishDate | 2016-01-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Journal of Interactive Media in Education |
| spelling | doaj.art-3a189b2422e64733a4a9d349ac20b83e2022-12-22T00:35:25ZengUbiquity PressJournal of Interactive Media in Education1365-893X2016-01-012016110.5334/jime.397319Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher EducationNúria Hernández-Nanclares0Mónica Pérez-Rodríguez1Universidad de OviedoUniversidad de Oviedo<p class="p1">This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, face-to-face (F2F) Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. During 2013–14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University Virtual Learning Environment, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centred active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor. Therefore, the design targets module contents, skills practice and improvement of students’ linguistic skills.https://jime.open.ac.uk/articles/397Blended Learning“Flipped classroom”Active LearningContent and Language Integrated Learning (CLIL) |
| spellingShingle | Núria Hernández-Nanclares Mónica Pérez-Rodríguez Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education Journal of Interactive Media in Education Blended Learning “Flipped classroom” Active Learning Content and Language Integrated Learning (CLIL) |
| title | Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education |
| title_full | Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education |
| title_fullStr | Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education |
| title_full_unstemmed | Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education |
| title_short | Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education |
| title_sort | students satisfaction with a blended instructional design the potential of flipped classroom in higher education |
| topic | Blended Learning “Flipped classroom” Active Learning Content and Language Integrated Learning (CLIL) |
| url | https://jime.open.ac.uk/articles/397 |
| work_keys_str_mv | AT nuriahernandeznanclares studentssatisfactionwithablendedinstructionaldesignthepotentialofflippedclassroominhighereducation AT monicaperezrodriguez studentssatisfactionwithablendedinstructionaldesignthepotentialofflippedclassroominhighereducation |