Kerry Pusey, Evelyn Doman, and Marie Webb
University of Macau
English Language Centre
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What is a “flipped classroom?”
Motivation for study
Description of the study
Video examples
Discussion
Conclusions, implications, and
recommendations
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An inverse classroom
All homework is done in class; all classwork is
done at home
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Role of technology at our institution
Popular discourse on flipping
Literature in flipped research is lacking and
even less in the ESL/EFL context
Few studies are actual experimental or quasiexperimental studies (Bishop & Verleger,
2013)
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A flipped class allows
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more time for student engagement with materials
teacher to answer more questions
online materials and videos to be accessed 24/7
more individualized instruction
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A university in Macao, China
High-intermediate integrated skills course
Required General Education English course
Experimental group (flipped): 4 classes
Control group (non-flipped): 2 classes
4 different teachers
For this study, the following research questions
were addressed:
RQ1: Do students prefer flipped over
traditional (i.e., non-flipped) classes?
RQ2: Which teaching methods do students
believe are more effective for learning?
RQ3: What are students attitudes towards
using online materials?
RQ4: How does flipping the EFL classroom
change the dynamics of teacher-student and
student-student interaction?
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All first or second year students
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Experimental group: N=69
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Control group: N=47
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94% from Macao or Mainland China
Number
of
Students
Average
Age
Gender
M/F
Macau
Mainland
China
Hong
Kong
Taiwan
Portugal
Canada
Flipped
20
18
11/9
2
17
0
0
0
1
FrontFlipped
15
19
5/10
8
7
0
0
0
0
BackFlipped
34
18
11/23
19
14
0
1
0
0
NonFlipped
47
19
10/37
15
25
4
0
3
0
116
18.5
37/79
40%
54%
2.5%
.05%
2.5%
.05%
Class
Total
The data for this study consisted of:
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Survey 1 at midterm
Survey 2 at end of course
◦ Surveys developed by teachers/researchers
◦ Administered online (through Survey Monkey)
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Classroom observations
Teachers’ reflections
Initially
planned to flip entire classes, but later
decided to only flip certain modules (for practical
reasons)
Modules
selected based on predicted amount of
teacher-fronted instruction required
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Over time, flipped students were satisfied
with the flipped approach (RQ1).
I prefer watching video lessons at home (such
as the annotation video) rather than live
teacher instruction in class.
Strongly Disagree
Disagree
Non-flipped survey 2
Neutral
Non-flipped survey 1
Flipped Survey 2
Agree
Flipped Survey 1
Strongly Agree
0
10
20
30
40
50
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Students believed teacher-centered
instruction was most effective for learning.
(RQ2).
Which do you prefer? Your teachers
instruction in class or the online videos
provided?
other
nuetral (no preference)
Unflipped
The online videos provided
Flipped
Your teachers instruction in class
0
20
40
60
80
100
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Students in the flipped classes wanted more
online instruction than non-flipped (RQ3).
Would you like to have more online instruction
before each class (for example short lectures,
videos, PPTs)?
A lot less online instrution before…
Non-flipped
The amount is ok
Flipped
A lot more online instruction…
0
10
20
30
40
50
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More student responsibility, less teacher
instruction in-class. More student-student
interaction (RQ4).
My English classroom provides me more opportunity than my
other classes to communicate with other students.
Strongly Disagree
Disagree
Unflipped
Neutral
Flipped
Agree
Strongly Agree
0
10
20
30
40
50
60
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Over time students in the flipped classes
became more comfortable with online
instruction.
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Most students enjoyed using Moodle to
submit online assignments and to take
quizzes/tests
I like submitting assignments, taking quizzes, and
receiving teacher feedback online through Moodle.
Strogly Disagree
Disagree
Non-flipped
Neutral
Flipped
Agree
Strogly Agree
0
5
10
15
20
25
30
35
40
45
50
Here is 1 video sample of what our flipped
classrooms looked like.
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More preparation time for the teacher
Students must be trained to use new
technology
Students may initially feel that they have
more work outside of class
Technical problems are common
Availability of resources
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“Instructional support materials that will be used by students
remotely (or online) should be well thought out, designed and
prepared well in advance of the start of a semester.”
◦ Teacher from a flipped classroom
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“I could tell that the students weren’t interested in the flipped
model initially. However, after the 7th week I began to see a
change in my students’ attitudes.”
◦ Teacher from a flipped classroom
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“During the end of the semester especially, I really wished a lot
of the assignments (descriptions, rubrics and grading criteria,
examples of model work, etc.) were explained online (i.e.,
“flipped”) in order to save class time.”
◦ Teacher from a non-flipped classroom
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Use technology purposefully
Don’t feel obligated to flip entire class
Take it one step at a time when flipping
◦ Consider how students respond, and adjust lessons
accordingly
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Collaborate and recycle/reuse content
whenever possible
1. Baranovic, K. 2013. Flipping the First-Year Composition
Classroom: Slouching Toward the Pedagogically Hip.
2. Berrett, D. 2012. How “Flipping” the Classroom Can
Improve the Traditional Lecture. Education Digest: Essential
Readings Condensed for Quick Review 78(1), 36-41.
3. Bishop & Verleger, 2013.The Flipped Classroom: A Survey
of the Research. 120th American Society of Engineering
Education Annual Conference & Exposition, Atlanta, June
23-26.
3. Butt, A. 2014. Student Views on the Use of a Flipped
Classroom Approach : evidence from Australia. Business
Education & Accreditation, 6 (1), 33-43.
5. Hughes, H. 2012. Introduction to Flipping the College
Classroom. In T. Amiel & B. Wilson (Eds.), Proceedings of
World Conference on Educational Multimedia, Hypermedia
and Telecommunications 2012 (pp. 2434-2438).