Sessions /
Flipped Learning Through Pre-Lesson Tasks #1369

This study explores the implementation of flipped learning in the online classroom for first-year university students (n=156) in Japan enrolled in an English debate course. It aims to investigate the benefits of flipped learning in maximizing student practice and speaking opportunities in class, and in allowing students to acquire new skills with scaffolding and to revisit new concepts. Students completed pre-lesson tasks, including watching a video and completing a related assignment and then joined the class with a basic understanding of the target skill, which they would practice in class with their peers. This mixed-methods research investigates the students’ perceptions of pre-lesson tasks and suggests there was an overall positive response to flipped learning. The benefits are presented using quantitative and qualitative data collected from their performance on pre-lesson assignments and a questionnaire to get students’ perceptions of flipped learning. It was discovered that throughout the semester students found it helpful to preview and review the skills with the videos and that their confidence levels increased when faced with new and unfamiliar skills. The study concludes with implications for future research.