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.