Abstract
This educational research-based chapter describes, analyzes, and evaluates the implementation of the class preparation session (The CPS) as a flipped learning strategy in an undergraduate English as a foreign language (EFL) program in Colombia. About 3000 students are enrolled in the EFL program each semester and an average of 40 teachers are in charge of teaching the courses. The chapter describes the process of implementing the CPS strategy and evaluates its efficacy from students' and teachers' perspectives. Participants were requested to take online surveys with the purpose of collecting qualitative and quantitative data about the strengths of the CPS and the challenges encountered its resources. The processes described in this chapter could be adjusted to be used in other institutions. The issues discussed might provide several teaching prospects for teachers and for programs' stakeholders interested in implementing the flipped learning approach.
TopIntroduction
This educational research-based chapter looks into the implementation of the Class Preparation Session (The CPS) as a Flipped Learning strategy in an undergraduate English as a Foreign Language (EFL) program, where about 3000 students a semester have had the opportunity of taking student-centered classes and increasing their self-directed levels.
In Colombia, speaking a foreign language has become essential in professional development. It is a requirement to graduate from some schools, from some universities and for applying to graduate programs or job offers. As noted by Graddol (2006) English will soon be recognized not only as a foreign language, but also as a basic communicative skill. Aware of this importance, the educational community has undergone some changes related to new tendencies in foreign language teaching.
Pursuing the goal of teaching English communicatively, this chapter aims at describing, analyzing and evaluating the implementation of the CPS as a Flipped Learning strategy in the foreign languages offered by the Department of Foreign Languages and Cultures (DFLC) at a Colombian university; focusing mainly in the English as a Foreign Language Program. Since boosting students’ independent work and having more student-centered classes are golden goals for all teachers, this chapter might be beneficial for educators of any subject and of any level of education. Besides, since it describes the process of implementing in a whole program, institutional stakeholders might find it useful as well. The issues discussed in this chapter might offer various teaching horizon to support teaching practices and educational programs that aim to implement Flipped Learning.
Key Terms in this Chapter
Blended Learning: A teaching and learning approach that mixes asynchronous encounters supported by technology with synchronous encounters in face-to-face lessons.
English as a Foreign Language Teaching: The instruction of English in a country where English is not the native language.
Flipped Learning (FLIP 101): A teaching and learning approach that inverts the Bloom’s taxonomy concept with technological support. Lower order thinking skills are previewed using technology in the students’ independent learning space and higher order thinking skills are exploited in the face-to-face lessons.
Student-Centered Instruction: A teaching approach that focuses on maximizing learners’ participation and interaction in class.
Self-Directed Learning: An instructional process that encourages students to take responsibility for their own learning process through strategies that lead to autonomy.