A MOOC-based Flipped Classroom Model: Reflecting on pre-service English language teachers’ experience and perceptions

Authors : Muhammed Özgür YAŞAR, Mustafa POLAT

Pages : 103-123

Doi:10.17275/per.21.81.8.4

View : 23 | Download : 13

Publication Date : 2021-12-01

Article Type : Research Paper

Abstract :The flipped classroom insert ignore into journalissuearticles values(FC); model has recently gained an increasing interest in higher education. Similarly, Massive Open Online Courses insert ignore into journalissuearticles values(MOOCs); have attracted international attention in the literature. However, a review of previous studies suggests that although a MOOC-based FC model have often been advocated in theory, it has consistently been disregarded in practice. Therefore, the main significance of this study lies in its implementation of a MOOC-based FC model in an English Language Teaching insert ignore into journalissuearticles values(ELT); program for pre-service English language teachers for the first time in a Turkish context, and possibly in the literature. Moreover, the study explores their perceptions of a MOOC-based FC model and its effects on their academic achievement. In this regard, the study provides an exciting opportunity to advance our knowledge of the MOOC-based FC model in teacher education, especially in the field of ELT. The study took place at a state university in Turkey with 27 pre-service English language teachers in the 2019-2020 academic year. The methodological approach adopted in this study was a mixed-methods research design, benefiting from both quantitative and qualitative data collection techniques. It followed a pre-experimental research design, involving the One-Group Pre-test - Post-test Design. A four-week intervention of MOOC-based FC implementation took place between the pre-test and the post-test. Taking the findings of this study into account, some stakeholders, e.g., educators, teacher trainers, policymakers, administrators, other professionals might consider integrating a MOOC-based FC model into their traditional classroom settings or creating a blended course that incorporates a MOOC into their existing face-to-face programs.
Keywords : Flipped Classroom, EFL learners, Pre service English Language Teachers, MOOC, Connectivism