Efficacy of the Flipped Classroom to Teach the Digital Storytelling Process

Efficacy of the Flipped Classroom to Teach the Digital Storytelling Process

Hafidi Mohamed, Mahnane Lamia
Copyright: © 2020 |Pages: 21
DOI: 10.4018/978-1-7998-1591-4.ch004
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The flipped classroom can be used to encourage teachers to prepare their own stories for their students and connect with peers to build their own collaborative learning spaces. Teachers can create digital storytelling from the content or have their students do it to demonstrate their understanding of the content. The greatest benefit in the flipped classroom may be found when students may be given assignments in which they are asked to research a topic, look for pictures, record their voice, and then choose a particular point of view. This chapter explores storytellers' experiences of digital storytelling (DST) through a flipped classroom approach. A mixed research method was employed, using multiple sources of data collection, including pre-and post-tests, perception of flipped learning experience questionnaire, the teachers' in-class observations, and semi-structured focus-group interviews. The results revealed that the flipped classroom not only enhanced the participants' motivation, making them more active, but also significantly improved their ability.
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Theoretical Background Of The Study

Flipped Classroom

The flipped classroom is usually described as events that have traditionally taken place inside the classroom and are now taking place outside the classroom and vice versa (Sohrabi & Iraj, 2016) (Betihavas, Bridgman, Kornhaber, & Cross, 2016). In flipped classrooms, video lectures (lecture materials) are given to the students and they follow these videos at their home, and homework or any exercises are supposed to be done in the classroom environment (Abeysekera & Dawson, 2015; Chen, Wang, Kinshuk & Chen, 2014). A number of research studies in various disciplines have considered how to use a flipped course design, and its effectiveness in producing better learning experiences (Bergman & Sams, 2012; Chen et al., 2014; Missildine, Fountain, Summers & Gosselin, 2013).

The benefits of the flipped teaching method in the current literature are listed as follows:

  • 1.

    learners move at their own pace,

  • 2.

    doing ‘homework’ in class gives teachers better insight into learner difficulties and learning styles,

  • 3.

    teachers can more easily customize and update the curriculum and provide it to learners 24/7,

  • 4.

    classroom time can be used more effectively and creatively,

  • 5.

    teachers using the method report seeing increased levels of learner achievement, interest, and engagement,

  • 6.

    learning theory supports the new approaches, and

  • 7.

    the use of technology is flexible and appropriate for 21st century learning

    • (Chao, Chen, & Chuang, 2015; Chen, 2016; Snyder, Paska, & Besozzi, 2014; Tsai, Shen, & Lu, 2015).

Furthermore, while several prior studies have investigated students’ use or acceptance of flipped classroom tools for learning in higher education (Butt, 2012; Baepler, Walker & Driessen, 2014), very little research has explored English Education learners’ experiences of digital storytelling through a flipped classroom approach.

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