Abstract
The flipped classroom (FC) model has recently gained an increasing interest in higher education. Similarly, Massive Open Online Courses (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 (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.
Highlights
The widespread use and availability of the Internet, the greater variability in web technologies and the incredible increase in the use of computers have brought various considerable changes in education
The paired-samples t-test indicated in Table 4 revealed that the participants performed significantly better on the post-test (M = 84.48, SD = 10.39) compared to the pretest (M = 64.22, SD = 11.26), t(26) = 12.34, p < .001, suggesting that the Massive Open Online Courses (MOOCs)-based flipped classroom (FC) Model have a significant effect on pre-service English language teachers’ academic performance
This explanation broadly supports that of Strayer (2012), who found that the students in FC became more open to cooperative learning there was no significant difference in their performance, and it supports the findings of Findlay-Thompson and Mombourquette (2014), who received satisfactory responses from the students in FC with regards to the increased opportunities to ask questions during in-class activities despite their similar success rates with students in Traditional Classroom (TC)
Summary
The widespread use and availability of the Internet, the greater variability in web technologies and the incredible increase in the use of computers have brought various considerable changes in education. The rapid advancement in information and communication technology has necessitated the introduction of new learning technologies and modern pedagogical methods, which could promote collaborative learning and provide continuous access to knowledge even before and after class time. Proposing his theory of connectivism as a net-based learning phenomenon enabling learning with technological and social networks, Siemens (2005) developed it further claiming that learning should be linked up in networks to facilitate the interconnectivity of social networks, bringing up together a wide range of target groups with the active involvement of the social partners. How Do Online Reading Lessons Differ from Face-To-Face Reading Lessons? - Video (03:32)
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