Abstract
Mobile and Multidimensional: Flipping the Business English Classroom
Highlights
The flipped classroom is a relatively recent, but very influential, development in education
As flipping the classroom is often combined with the use of information communication technologies (ICT), many academic institutions are understandably keen to introduce it as a pedagogical approach in order to tap into their students’ familiarity with new media
Flipping the classroom and introducing more ICT at the same time, means that instructors may capitalize on the positive motivating factors that many learners report that they experience in working with on-line tasks, many of which are not constrained by the classroom walls (Liu, 2006; Nicholas, Rowlands, & Jamali, 2010; Rapanta, Nickerson, & Goby, 2014; Strouse, 2004)
Summary
The flipped classroom is a relatively recent, but very influential, development in education. I will discuss the design of an ESBP course for senior business students at a government university in the Gulf Region, that included three areas of focus in an effort to provide a meaningful learning experience: (i) it integrates a flipped classroom approach into an existing project-based learning (PBL) approach, (ii) it presents students with a series of mobile learning tasks, that were structured around interaction, production and reflection (Nickerson et al, 2016), and (iii) it allows students to develop their understanding of how to deal with different audiences as well as selecting the appropriate media for a message, as media choice and dealing with different audiences have been shown to be important contributors to the CMC skills needed for business (Gimenez, 2014). My aim will be to reflect on the usefulness of a flipped classroom approach combined with mobile learning for the teaching of ESBP at tertiary level, through reference to a real classroom experience
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