Flipped Classroom Technology's Potential for Teaching Foreign Languages
DOI:
https://doi.org/10.1997/zev8t705Ключевые слова:
flipped classroom, hybrid, “flipped” learning model, linguodidacticАннотация
This article aims to examine the linguistic and didactic potentials inherent in the "flipped classroom" approach while delving into its methodological foundations. It critically evaluates the model's strengths and weaknesses, presenting recommendations for its implementation. Proposed strategies include identifying suitable instructional resources, utilizing technologically advanced classroom management tools, and crafting assignment frameworks complementing the video-centric learning structure. Additionally, the author addresses considerations for transitioning to this instructional approach.
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Библиографические ссылки
Bergmann J. How the Flipped Class was born. 2011 Access mode: https://flippedclass.com/the-history-of-the-flipped-class / [03/04/2017]
Guidry K., Cubillos J., Pusecker K. The Connection Between Self-Regulated Learning and Student Success in a Hybrid Course. University of Delaware, 2013.
Muldrow K. A New Approach to Language Instruction — Flipping the Classroom. The Language Educator, 2013.
Chevalier O. Flipping it. Reserved Instruction in the Foreign language classroom.
Schumpeter J. Theory of economic development. – M.: Progress, 1982.
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Copyright (c) 2023 Keira Walpole (Author)
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
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