Training of the future teacher in the flipped learning model in an online environment

The objective of this paper is to evaluate the effectiveness of a training program, based on the flipped learning model, for future teachers of Secondary Education and Vocational Training. For this study, a pre-experimental research design was used, and an instrument was applied to determine the level of training acquired in active methodologies, design of activities, technological tools, evaluation strategies, and student satisfaction with the training program. The results show the effectiveness of the program for training students in the active methodologies and technological tools most appropriate to implement the flipped model in the classroom.Peer ReviewedPostprint (published version

Evaluación del aprendizaje autónomo dentro del aula invertida: revisión sistemática

The aim of this research was to analyze the implementation and evaluation of Autonomous Learning within the Flipped Classroom. A systematic review was carried out through a meta-synthesis in seven scientific bases. 72 documents were obtained that met the inclusion criteria to be analyzed. It was found that the Flipped Classroom does not have an evaluation model for Autonomous learning.El objetivo de esta investigación fue analizar la implementación y evaluación del Aprendizaje autónomo dentro del Aula invertida. Se realizó una revisión sistemática mediante una metasíntesis en siete bases científicas. Se obtuvieron 72 documentos que cumplieron con los criterios de inclusión para ser analizados. Se encontró que el Aula invertida no cuenta con un modelo de evaluación del Aprendizaje autónomo

A case study of the flipped classroom approach for translation studies in Vietnam

Traditional methods of lecture-based teaching are still pervasive in many Vietnamese translation courses at Higher Education (Pham, 2016). This study presents an alternative, practical and a more efficacious way to improve the quality of translation training in Vietnam. It examines a novel flipped classroom approach aimed at providing dynamic and novel instructional learning of two Translation modules in a Vietnamese public university. The alternative approach inverts the traditional teacher-learner roles, and makes it culturally-appropriate and contextually-relevant to the local context. This approach was adapted from the three-stage framework of Zhai et al. (2017), taking careful consideration of all the relevant factors within the implementation process based on Activity theory. Using a case-study research design proposed by Yin (2014), this study aims to: (1) provide a deep insight into how the flipped classroom approach can be applied in an actual scenario to demonstrate how relevant factors were exploited in the translation training process; (2) exemplify the educational benefits of this flipped classroom approach towards learners’ improvement in translation competence over the course via various assessment task types; (3) investigate how this flipped classroom approach could re-orientate learners’ translation habits to use professional strategies appropriately; (4) examine learners’ perceptions towards the educational benefits of this new approach on their translation improvement; (5) explore learners’ perceptions towards different elements within the flipped classroom approach on learners’ skill mastery; and (6) find out the challenges that are encountered by Vietnamese learners during the implementation of the flipped classroom approach. A total of 79 junior students that was conveniently selected at a public university in Ho Chi Minh City, Vietnam participated in the study from February to July of the 2018-2019 academic year. The research used content analysis of one specific learning scenario, assessment analysis to describe how learners’ skills competence was fostered over the course, and semi-structured interviews to examine the benefits and challenges of the flipped classroom approach, paying special consideration to various elements of Activity theory (instruments, rules, community and division of labour). The collected findings revealed that this approach based on a research-informed framework could not only bridge the gaps in the relevant literature of flipped learning, but also could help learners improve various aspects in translation studies. Moreover, learners were able to develop better translation habits while completing their assignments, as well as enhance their perceptions towards the translation training process. Finally, challenges faced by learners during the implementation were mitigated by a careful consideration of the contradictions within the flipped classroom approach identified through the analytical lens of Activity theory

A case study of the flipped classroom approach for translation studies in Vietnam

Traditional methods of lecture-based teaching are still pervasive in many Vietnamese translation courses at Higher Education (Pham, 2016). This study presents an alternative, practical and a more efficacious way to improve the quality of translation training in Vietnam. It examines a novel flipped classroom approach aimed at providing dynamic and novel instructional learning of two Translation modules in a Vietnamese public university. The alternative approach inverts the traditional teacher-learner roles, and makes it culturally-appropriate and contextually-relevant to the local context. This approach was adapted from the three-stage framework of Zhai et al. (2017), taking careful consideration of all the relevant factors within the implementation process based on Activity theory. Using a case-study research design proposed by Yin (2014), this study aims to: (1) provide a deep insight into how the flipped classroom approach can be applied in an actual scenario to demonstrate how relevant factors were exploited in the translation training process; (2) exemplify the educational benefits of this flipped classroom approach towards learners’ improvement in translation competence over the course via various assessment task types; (3) investigate how this flipped classroom approach could re-orientate learners’ translation habits to use professional strategies appropriately; (4) examine learners’ perceptions towards the educational benefits of this new approach on their translation improvement; (5) explore learners’ perceptions towards different elements within the flipped classroom approach on learners’ skill mastery; and (6) find out the challenges that are encountered by Vietnamese learners during the implementation of the flipped classroom approach. A total of 79 junior students that was conveniently selected at a public university in Ho Chi Minh City, Vietnam participated in the study from February to July of the 2018-2019 academic year. The research used content analysis of one specific learning scenario, assessment analysis to describe how learners’ skills competence was fostered over the course, and semi-structured interviews to examine the benefits and challenges of the flipped classroom approach, paying special consideration to various elements of Activity theory (instruments, rules, community and division of labour). The collected findings revealed that this approach based on a research-informed framework could not only bridge the gaps in the relevant literature of flipped learning, but also could help learners improve various aspects in translation studies. Moreover, learners were able to develop better translation habits while completing their assignments, as well as enhance their perceptions towards the translation training process. Finally, challenges faced by learners during the implementation were mitigated by a careful consideration of the contradictions within the flipped classroom approach identified through the analytical lens of Activity theory