To Flip Or Not To Flip? That's Not The Question: Exploring Flipped Instruction in Technology Supported Language Learning Environments

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Author(s): Joy Egbert (Washington State University, USA), David Herman (Washington State University, USA)and Aichia Chang (Washington State University, USA)
Copyright: 2015
Pages: 11
Source title: Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-8246-7.ch082

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments (e.g., Egbert, Hanson-Smith, & Chao, 2007) and student engagement (Lin, 2012, and others). This conceptual paper links flipped instruction to these two models and then briefly describes an ESL teacher education course that involves U.S. pre-service teachers learning Chinese online as part of a flipped classroom. The paper concludes by suggesting how flipped instruction might work in other CALL contexts and related issues.

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To Flip Or Not To Flip? That's Not The Question: Exploring Flipped Instruction in Technology Supported Language Learning Environments

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