Abstract
Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems experienced in traditional lecture-based classes. In this context, the use of stationary devices to develop flipped learning processes has been a common practice over the last years. However, the ubiquitous characteristics of mobile devices have rarely been investigated to carry out these types of learning methodologies. With this aim, the present investigation explores students’ perceptions and technological acceptance of the implementation of a flipped learning model in two English as a Foreign Language classes. A quantitative analysis was carried out in order to evaluate the information collected in the two groups. Findings yielded a positive perception of the flipped learning experience, particularly in terms of overall satisfaction. In addition, with regard to the use of mobile devices, participants reported ease of use and highlighted the importance of an appropriate design of the video contents for a successful flipped learning experience through mobile devices. Further research into this topic is sought as students also faced difficulties during the project.
Highlights
The use of Mobile Electronic Devices (MED) in foreign language learning for quality education has been widely investigated over the last years in order to explore the possibilities these devices offered for language instruction
The role of devices based on wireless connectivity, like smartphones, tablets or Personal Digital Assistants (PDAs), applied to foreign language learning can be split into a number of advantages that include, among others: supporting learning anytime and anywhere, not limiting it to the context of the classroom [3]; favouring human interaction [4] and, real and virtual everyday life interaction [5]; or developing language skills and pedagogical approaches [6,7]
Item 11 and 14, both related with the degree of satisfaction students’ experienced within the flipped model, presented significant differences in comparison with the hypothesised median (Z = 5.30, p < 0.05; Z = 6.10, p < 0.05 respectively) with a moderate effect size for Item 11 (r = 0.57) and strong effect size for Item 14 (r = 0.66). These findings, together with the rest of the results presented in Table 1, showed that participants had a positive experience of the flipped learning model through mobile devices
Summary
The use of Mobile Electronic Devices (MED) in foreign language learning for quality education has been widely investigated over the last years in order to explore the possibilities these devices offered for language instruction. From a second language perspective, practitioners and educational institutions have been reluctant to incorporate these devices at different educational levels because of different factors such as their distractive nature or the challenges encountered while using them [9] This situation, which has been a matter of discussion over the last years, can only be tackled through further research into the topic in order to better understand the implementation of mobile learning models and transformative pedagogies. The present research will further explore students’ learning experience and technological acceptance of a blended learning model through mobile devices, a flipped learning model
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