TY - GEN
T1 - Designing a Technology-Enhanced Flipped Learning Model Using Schoology LMS
AU - Zainuddin, Zamzami
AU - Habiburrahim, Habiburrahim
AU - Hermawan, Hardika Dwi
PY - 2018
Y1 - 2018
N2 - This study aims to provide a design of the flipped learning instructional model for teaching a Cross-Cultural Understanding course for EFL students. A bottom-up of flipped learning model based on Blooms' taxonomy of cognitive domain has been produced. A Learning Management System (LMS), known as 'Schoology' adopted as a platform to share the recorded video lectures for students' learning before attending class. Three main activities are proposed and recommended for students' learning outside of the class, namely, 'Watching', 'Note-Taking', and 'Quiz' (WNQ), while group discussions and peer-evaluation are two mains activities practiced in the class. This study suggests that a bottom-up of flipped learning model based on Blooms' taxonomy is potentially implemented not only for teaching a Cross-Cultural Understanding but also other subjects. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.
AB - This study aims to provide a design of the flipped learning instructional model for teaching a Cross-Cultural Understanding course for EFL students. A bottom-up of flipped learning model based on Blooms' taxonomy of cognitive domain has been produced. A Learning Management System (LMS), known as 'Schoology' adopted as a platform to share the recorded video lectures for students' learning before attending class. Three main activities are proposed and recommended for students' learning outside of the class, namely, 'Watching', 'Note-Taking', and 'Quiz' (WNQ), while group discussions and peer-evaluation are two mains activities practiced in the class. This study suggests that a bottom-up of flipped learning model based on Blooms' taxonomy is potentially implemented not only for teaching a Cross-Cultural Understanding but also other subjects. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.
KW - Cross-Cultural Understanding
KW - EFL
KW - Flipped classroom
KW - Learning Management System
KW - Schoology
KW - Video lectures
KW - Blooms (metal)
KW - Computer aided instruction
KW - Curricula
KW - Education computing
KW - Students
KW - Taxonomies
KW - Cultural understanding
KW - Learning management system
KW - Engineering education
UR - http://www.scopus.com/inward/record.url?scp=85066897780&partnerID=8YFLogxK
U2 - 10.1109/ISITIA.2018.8710778
DO - 10.1109/ISITIA.2018.8710778
M3 - Conference contribution
SN - 978-1-5386-7652-3
SN - 978-1-5386-7655-4
T3 - Proceeding - 2018 International Seminar on Intelligent Technology and Its Application, ISITIA 2018
SP - 245
EP - 250
BT - Proceeding - 2018 International Seminar on Intelligent Technology and Its Application, ISITIA 2018
PB - Institute of Electrical and Electronics Engineers
CY - Surabaya, Indonesia
T2 - 2018 International Seminar on Intelligent Technology and Its Applications
Y2 - 30 August 2018 through 31 August 2018
ER -
