Abstract
This descriptive classroom-based study involved a group of 25 pre-service teacher participants from the Master’s program in Teaching English as a Foreign and Second Language (TEFL) at the Complutense University in Madrid (UCM), Spain. The participants were approached in their threefold facet as graduate students, classroom active debate leaders, and prospective teachers. We aimed to explore what they perceived to be the benefits and drawbacks of using multimodal learning objects (LO) as learners, active classroom debate leaders and pre-service teachers of English in contexts of inverted classroom instruction. The results showed that LO were perceived as an excellent tool in inverted settings of instruction as they enabled a shift in the classroom dynamics towards a learner-centred approach. No significant differences were found among the views of students, debate leaders, and pre-service teachers. However, pre-service teachers expressed concerns about implementing LO. This suggests that more importance should be given to support their use in the English classroom.
Similar content being viewed by others
Data availability
Data and materials will be made available upon request.
Notes
LO 1: Jelena Bobkina. (2016, December 2). Methodological approaches to teaching English through literature [Video]. YouTube. https://www.youtube.com/watch?v=80hXs8x3HLA
LO 2: Jelena Bobkina. (2016, December 2). Advantages of using literature in the EFL classroom [Video]. YouTube. https://www.youtube.com/watch?v=WhdGHYuuJ04
LO 3: Jelena Bobkina. (2016, December 2). Literature in the EFL classroom [Video]. YouTube. https://www.youtube.com/watch?v=LhCl_InI0jA
In descriptive statistics, the Median (Mdn) is used to describe a typical value and the Interquartile Range (IQR) is used to describe the variability in the sample.
References
Akdeniz, N. Ö. (2017). Use of student-produced videos to develop oral skills in EFL classrooms. International Journal on Language, Literature and Culture in Education, 4(1), 43–53.
Baeten, M., Dochy, F., & Struyven, K. (2013). The effects of different learning environments on students’ motivation for learning and their achievement. British Journal of Educational Psychology, 83(3), 484–501. https://doi.org/10.1111/j.2044-8279.2012.02076.x.
Baker, J.W. (2000). The “classroom flip”: Using web course management objects to become the guide by the side. In J.A. Chambers (Ed.), Selected Papers from the 11th International Conference on College Teaching and Learning, Jacksonville, FL, April 12–15, 2000 (pp. 9–17). Jacksonville, FL: Center for the Advancement of Teaching and Learning.
Bergmann, J., & Sams, A. (2012). How the flipped classroom is radically transforming learning. The Daily Riff. Available at: http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php. Accessed 15 Oct 2019.
Bishop, J., & Verleger, M. (2013, June). The Flipped Classroom: A Survey of the Research. Paper presented at the 120th American Society of Engineering Education Annual Conference & Exposition, Atlanta, Georgia, United States. https://www.asee.org/public/conferences/20/papers/6219/view. Accessed 15 Nov 2020.
Bobkina, J., & Domínguez Romero, E. (2020). Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environments. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2020.1802294.
Bobkina, J., Domínguez, R. E., & Gómez Ortiz, M. J. (2020). Educational mini-videos as teaching and learning tools for improving oral competence in EFL/ESL university students. Teaching English with Technology, 20(3), 85–95.
Botturi, L. (2019). Digital and media literacy in pre-service teacher education. Nordic Journal of Digital Literacy, 14(3-4), 147–163. https://doi.org/10.18261/issn.1891-943x-2019-03-04-05.
Butcher, N., & Hoosen, S. (2014). A guide to quality in post traditional online higher education. Academic Partnerships. https://www.idea-phd.net/images/doc-pdf/Guide_to_online_post_traditional_highered.pdf. Accessed 15 Nov 2020.
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33–44.
Castrillo de Larreta-Azelain, M., & Martín Monje, E. (2016). Students’ engagement in online language learning through short video lessons. Porta Linguarum, 26, 177–186.
Cebrián, M. (2005). Tecnologías de la información y de la comunicación para la formación de docentes. Madrid: Pirámide.
Cheng, G., & Chau, J. (2009). Digital video for fostering self-reflection in an ePortfolio environment. Learning, Media and Technology, 34(4), 337–350. https://doi.org/10.1080/17439880903338614.
Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in education: Student attitudes, behaviour and self-efficacy. Journal of Educational Technology & Society, 14, 236–247.
Christiansen J., & Anderson T. (2004). Feasibility of course development based on learning objects: Research analysis of three case studies. International Journal of Instructional Technology and Distance Learning, 1. http://www.itdl.org/Journal/Mar_04/article02.htm. Accessed 15 Nov 2020.
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Press Syndicate of the University of Cambridge.
Davis, F. D., & Venkatesh, V. (2004). Toward preprototype user acceptance testing of new information systems: Implications for software project management. IEEE Transactions on Engineering Management, 51(1), 31–46.
Demetry, C. (2010). Work in progress: An innovation merging “classroom flip” and team-based learning. In: Proceedings, 40th ASEE/IEEE Frontiers in Education Conference. Washington DC: ASEE/IEEE.
Domínguez Romero, E., Fernández-Pampillón, A., & de Armas Ranero, I. (2012). COdA, una herramienta experimentada Para la evaluación de la calidad didáctica y tecnológica de los materiales didácticos digitales. RELADA-Revista Electrónica de ADA-Madrid, 6(4), 312–320. http://polired.upm.es/index.php/relada/article/view/1925/1930.
Domínguez Romero, E., Fernández-Pampillón Cesteros, A., & de Armas Ranero, I. (2016). The COdA scoring rubric: An attempt to facilitate assessment in the field of digital educational materials in higher education. In: E. Martín-Monje, I. Elorza and B. García Riaza (Eds). Technology-enhanced language learning for specialized domains. Practical applications and mobility (pp.108–123). London & New York: Routledge.
Drennan, L. T., & Beck, B. (2001). Teaching quality performance indicators – Key influences on the UK universities’ scores. Quality Assurance in Education, 9(2), 92–102. https://doi.org/10.1108/09684880110389663.
Engel, M., Heinz, M., & Sonntag, R. (2017). Flexibilizing and customizing education using inverted classroom model. Information Systems Management, 34(4), 378–389. https://doi.org/10.1080/10580530.2017.1366221.
Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12–26. https://doi.org/10.14434/josotlv14i5.12829.
Eurydice. (2010). Focus on Higher Education in Europe 2010: The Impact of the Bologna Process. EACEA P9 Eurydice.
Eurydice. (2011). Modernization of Higher Education in Europe: Funding and the Social Dimension. EACEA P9 Eurydice.
Felder, R. M., & Brent, R. (1999). How to improve teaching quality? Quality Management Journal, 6(2), 9–21. https://doi.org/10.1080/10686967.1999.11919183.
Fernández-Pampillón Cesteros, A., Domínguez Romero, E., & de Armas Ranero, I. (2011). Herramienta para la revisión de la Calidad de Objetos de Aprendizaje Universitarios (COdA): guía del usuario. v.1.1. http://eprints.ucm.es/12533/. Accessed 15 Nov 2020.
Flipped Learning Network (FLN). (2014). The Four Pillars of F-L-I-P™. https://flippedlearning.org/. Accessed 15 Nov 2020.
Fowler, F.J. (2002). Survey research methods (3rd ed.). New York: Sage.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008.
Gill, L., Dalgarno, B., & Carlson, L. (2015). How does pre-service teacher preparedness to use ICTS for learning and teaching develop through their degree program? Australian Journal of Teacher Education, 40(1), 36–59.
Göktürk, N. (2016). Examining the effectiveness of digital video recordings on oral performance of EFL learners. Teaching English with Technology, 16(2), 71–96.
Gretter, S., & Yadav, A. (2018). What do preservice teachers think about teaching media literacy? An exploratory study using the theory of planned behavior. Journal of Media Literacy Education, 10(1), 104–123. https://doi.org/10.23860/jmle-2018-10-1-6.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085.
Guo, R. X. (2013). The use of video recordings as an effective object to improve presentation skills. Polyglossia, 24, 92–101.
Guo, J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In: 14 Proceedings of the first ACM conference on Learning @ scale conference (pp. 31–40). New York: ACM.
Halili, S. H., Abdul Razak, R., & Zainuddin, Z. (2014). Enhancing collaborative learning in flipped classroom. Australian Journal of Basic and Applied Sciences, 9(7), 147–149.
Hamilton, E. R. (2012). Video as a metaphorical eye. Images of positionality, pedagogy, and practice. College Teaching, 60(1), 10–16 https://doi.org/10.1080/87567555.2011.604803.
Haydn, T. (2014). How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners. Technology, Pedagogy and Education, 23(4), 455–469. https://doi.org/10.1080/1475939X.2014.892898.
Herreid, F. C., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.
Huang, Y. M., & Chiu, P. S. (2015). The effectiveness of the meaningful learning-based evaluation for different achieving students in a ubiquitous learning context. Computers & Education, 87, 243–253. https://doi.org/10.1016/j.compedu.2015.06.009.
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112–133. https://doi.org/10.1177/1558689806298224.
Kay, R. H., & Knaack, L. (2008). An examination of the impact of learning objects in secondary school. Journal of Computer Assisted Learning, 24(6), 447–461. https://doi.org/10.1111/j.1365-2729.2008.00278.x.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759.
Lei, J. (2009). Digital natives as Preservice teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87–97.
Matsumoto, Y. (2019). Material moments: The roles of materials in multilingual writing classroom ecology. The Modern Language Journal, 103(1), 179–204.
Matsushita, K. (2018). Deep active learning. toward greater depth in university education. Center for the Promotion of excellence in higher education Kyoto University Sakyo-ku.
McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education. Issues in Educational Research, 26(2), 332–350.
McLeod, A., & Carabott, C. (2019). Who’s teaching the teachers? Viewing the ICT content of a teaching degree through the eyes of pre-service teachers. In D. Passey, R. Bottino, C. Lewin, E. Sanchez (Eds.), Empowering learners for life in the digital age (pp. 91–100). Cham: Springer. https://doi.org/10.1007/978-3-030-23513-0_9.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85–87.
Mori, T. (2018). The flipped classroom: An instructional framework for promotion of active learning. In K. Matsushita (Ed.), Deep active learning. Toward greater depth in university education.Kyoto: Center for the Promotion of Excellence in Higher Education Kyoto University Sakyo-ku.
Nielsen, L. (2011). Five reasons I'm not flipping over the flipped classroom. Blog posting 8 November. https://www.techlearning.com/tl-advisorblog/3360.
Ochoa Alpala, C. A., & Ortíz García, W. R. (2018). Creating machinima (3d) and real life videos in an ESP classroom. Profile: Issues in Teachers’ Professional Development, 20(1), 41–56. https://doi.org/10.15446/profile.v20n1.59412.
OECD (2018). Education policy outlook 2018: Putting student learning at the Centre. Paris: OECD Publishing.
Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Newbury Park, CA: Corwin.
Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks, CA: Corwin.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass.
Roehl, A. (2013). Bridging the field trip gap: Integrating webbased video as teaching and learning partner in interior design education. Journal of Family and Consumer Sciences, 105(1), 42–46. https://doi.org/10.14307/JFCS105.1.9.
Roehl, A., Reddy, S., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44–49. https://doi.org/10.14307/JFCS105.2.12.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54, 103–112.
Scott, C.L. (2015). The Futures of Learning 3: What Kind of Pedagogies for the 21st Century? ERF Working Papers Series No 15. Paris: UNESCO Education Research and Foresight.
Shea, P., McCall, S., & Ozdogru, A. (2006). Adoption of the multimedia educational resource for learning and online teaching (MERLOT) among higher education faculty: Evidence from the State University of New York learning network. Journal of Online Learning and Teaching, 2, 136–156.
SPSS. (2016). Statistical packages for the social sciences 22.0 for Macintosh. Armonk, NY: IBM Corp.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4.
Tondeur, J., J. van Braak, F, Guoyan, S, & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers in Education, 59(1), 134–144.
Tondeur, J., van Braak, J., Siddiq, F., & Sherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers in Education, 94, 134–150.
Traphagan, T., Kusera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development, 58, 19–37. https://doi.org/10.1007/s11423-009-9128-7.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83.
Uceda, J., & Barro, S. (Dirs.) (2010). Universitic 2010: Evolución de las TIC en el sistema universtario español 2006–2010. CRUE (Conferencia de Rectores de las Universidades Españolas).
Vajoczki, S., Watt, S., Marquis, N., & Holshausen, K. (2010). Podcasts: Are they an effective object to enhance student learning? A case study from McMaster University, Hamilton Canada. Journal of Educational Multimedia and Hypermedia, 19, 349–362.
Wolf, L.C., & Chan, J. (2016). Flipped classarooms for legal education. Hong Kong: Springer. http://www.icde.org/filestore/News/2014_March-April/Guide2.pdf.
Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through Instagram vlog. LLT Journal: A Journal on Language and Language Teaching, 22(1), 111–125.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distance Learning, 17(3), 313–340. https://doi.org/10.19173/irrodl.v17i3.2274.
Zepke, N. (2013). Threshold concepts and student engagement: Revisiting pedagogical content knowledge. Active Learning in Higher Education, 14(2), 97–107. https://doi.org/10.1177/1469787413481127.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Ethics approval and consent to participate
The study was performed in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Consent for publication
Identifying details (names, dates of birth, identity numbers and other information) of the participants that were studied are not be published in written descriptions, photographs, or genetic profiles. All of the participants gave written informed consent for publication.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendix 1
Appendix 1
1.1 Questionnaire - The use of multimodal learning objects in pre-service teacher inverted instruction
Please, evaluate the following items regarding the use of multimodal learning objects using the Likert scale from 1 to 5 (1-Strongly disagree, 2-Disagree, 3-Undecided, 4-Agree, 5-Strongly agree).
1. Student’s view | 1 | 2 | 3 | 4 | 5 |
Multimodal learning objects are useful multimodal objects that facilitate the easy acquisition of complex content information in contexts of flipped classroom or inverted instruction. | |||||
Multimodal learning objects are useful multimodal objects that facilitate autonomous learning in contexts of flipped classroom or inverted instruction. | |||||
Multimodal learning objects are useful multimodal objects that facilitate classroom debate in contexts of flipped classroom or inverted instruction. |
2. Debate leader’s view | 1 | 2 | 3 | 4 | 5 |
Multimodal learning objects are useful multimodal objects that facilitate the teaching of complex content information in contexts of flipped classroom or inverted instruction. | |||||
Multimodal learning objects are useful multimodal objects that promote classmates’ autonomous learning in contexts of flipped classroom or inverted instruction. | |||||
Multimodal learning objects are useful multimodal objects that facilitate classroom debate in contexts of flipped classroom or inverted instruction. |
3. EFL/ESL teacher’s view | 1 | 2 | 3 | 4 | 5 |
Multimodal learning objects are useful multimodal objects that facilitate the teaching of complex content information in contexts of flipped classroom or inverted instruction. | |||||
Multimodal learning objects are useful multimodal objects that promote autonomous learning in contexts of flipped classroom or inverted instruction. | |||||
Multimodal learning objects are useful multimodal objects that facilitate classroom debate in contexts of flipped classroom or inverted instruction. |
Please, answer the following questions:
-
1.
As student, did you find the multimodal learning objects useful? Why/not?
-
2.
As debate leader, did you find the multimodal teaching objects useful? Why/not?
-
3.
As EFL/ESL teacher, would you use multimodal learning objects in your EFL/ESL classroom? Why/not? How?
Rights and permissions
About this article
Cite this article
Domínguez Romero, E., Bobkina, J. Exploring the perceived benefits and drawbacks of using multimodal learning objects in pre-service English teacher inverted instruction. Educ Inf Technol 26, 2961–2980 (2021). https://doi.org/10.1007/s10639-020-10386-y
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-020-10386-y