Developing the flipped learning instrument in an ESL context: The experts’ perspective

Numerous studies have accepted the flipped learning approach as an approach in implementing technological-based classroom environments. This article aims to identify the required constructs in developing an instrument for flipped learning in an ESL environment. This study uses the Fuzzy Delphi metho...

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Autores principales:	Wahyu Hidayat, Mohammad Musab bin Azmat Ali, Nur Asmawati Lawahid, Mujahidah Mujahidah
Formato:	article
Lenguaje:	EN ID
Publicado:	Universitas Negeri Yogyakarta 2021
Materias:	flipped learning approach esl context fuzzy delphi method Education L
Acceso en línea:	https://doaj.org/article/ab065aa630624e87adca9a23e0d84bae
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spelling	oai:doaj.org-article:ab065aa630624e87adca9a23e0d84bae2021-11-16T05:18:10ZDeveloping the flipped learning instrument in an ESL context: The experts’ perspective2685-71112338-606110.21831/pep.v25i1.38060https://doaj.org/article/ab065aa630624e87adca9a23e0d84bae2021-06-01T00:00:00Zhttps://journal.uny.ac.id/index.php/jpep/article/view/38060https://doaj.org/toc/2685-7111https://doaj.org/toc/2338-6061Numerous studies have accepted the flipped learning approach as an approach in implementing technological-based classroom environments. This article aims to identify the required constructs in developing an instrument for flipped learning in an ESL environment. This study uses the Fuzzy Delphi method to collect and analyze the viewpoints of 18 experts from relevant fields. An online questionnaire was developed to gather the experts’ agreement towards seven constructs: flexible environments, the shift in learning culture, intentional content, progressive networking activities, professional educators, engaging & effective learning experiences, and diversified seamless learning platforms, and 68 items gathered from the literature. The Fuzzy Delphi Method (FDM) analysis rejected seven items, finalizing the instrument with seven constructs and 61 items. The instrument is beneficial to teachers and learners of ESL and developers of technology-based learning methods. The implication of the study is the provision of the constructs to help guide and implement the flipped learning approach in educational contexts. Furthermore, these constructs can be used as the basis for further investigations that lead to developing frameworks or models for the flipped learning approach. Future works on the topic may look at a bigger sample for stronger results. Furthermore, the instrument developed can be used on the student population and in other contexts as well.Wahyu HidayatMohammad Musab bin Azmat AliNur Asmawati LawahidMujahidah MujahidahUniversitas Negeri Yogyakartaarticleflipped learning approachesl contextfuzzy delphi methodEducationLENIDJurnal Penelitian dan Evaluasi Pendidikan, Vol 25, Iss 1, Pp 35-48 (2021)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	flipped learning approach esl context fuzzy delphi method Education L
spellingShingle	flipped learning approach esl context fuzzy delphi method Education L Wahyu Hidayat Mohammad Musab bin Azmat Ali Nur Asmawati Lawahid Mujahidah Mujahidah Developing the flipped learning instrument in an ESL context: The experts’ perspective
description	Numerous studies have accepted the flipped learning approach as an approach in implementing technological-based classroom environments. This article aims to identify the required constructs in developing an instrument for flipped learning in an ESL environment. This study uses the Fuzzy Delphi method to collect and analyze the viewpoints of 18 experts from relevant fields. An online questionnaire was developed to gather the experts’ agreement towards seven constructs: flexible environments, the shift in learning culture, intentional content, progressive networking activities, professional educators, engaging & effective learning experiences, and diversified seamless learning platforms, and 68 items gathered from the literature. The Fuzzy Delphi Method (FDM) analysis rejected seven items, finalizing the instrument with seven constructs and 61 items. The instrument is beneficial to teachers and learners of ESL and developers of technology-based learning methods. The implication of the study is the provision of the constructs to help guide and implement the flipped learning approach in educational contexts. Furthermore, these constructs can be used as the basis for further investigations that lead to developing frameworks or models for the flipped learning approach. Future works on the topic may look at a bigger sample for stronger results. Furthermore, the instrument developed can be used on the student population and in other contexts as well.
format	article
author	Wahyu Hidayat Mohammad Musab bin Azmat Ali Nur Asmawati Lawahid Mujahidah Mujahidah
author_facet	Wahyu Hidayat Mohammad Musab bin Azmat Ali Nur Asmawati Lawahid Mujahidah Mujahidah
author_sort	Wahyu Hidayat
title	Developing the flipped learning instrument in an ESL context: The experts’ perspective
title_short	Developing the flipped learning instrument in an ESL context: The experts’ perspective
title_full	Developing the flipped learning instrument in an ESL context: The experts’ perspective
title_fullStr	Developing the flipped learning instrument in an ESL context: The experts’ perspective
title_full_unstemmed	Developing the flipped learning instrument in an ESL context: The experts’ perspective
title_sort	developing the flipped learning instrument in an esl context: the experts’ perspective
publisher	Universitas Negeri Yogyakarta
publishDate	2021
url	https://doaj.org/article/ab065aa630624e87adca9a23e0d84bae
work_keys_str_mv	AT wahyuhidayat developingtheflippedlearninginstrumentinaneslcontexttheexpertsperspective AT mohammadmusabbinazmatali developingtheflippedlearninginstrumentinaneslcontexttheexpertsperspective AT nurasmawatilawahid developingtheflippedlearninginstrumentinaneslcontexttheexpertsperspective AT mujahidahmujahidah developingtheflippedlearninginstrumentinaneslcontexttheexpertsperspective
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Developing the flipped learning instrument in an ESL context: The experts’ perspective

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