Yasushige Ishikawa; Shinnosuke Takamichi; Takatoyo Umemoto; Yasushi Tsubota; Mas
Yasushige Ishikawa; Shinnosuke Takamichi; Takatoyo Umemoto; Yasushi Tsubota; Masao Aikawa; Kishio Sakamoto; Kikuko Yui; Shigeo Fujiwara; Ayako Suto; and Koichi Nishiyama
Abstract
This chapter reports an empirical research project on the design, development, implementation, and evaluation of an original team-based flipped learning (FL) framework, combined with the use of a newly developed application. This combination aimed to increase students’ engagement in both in-class and out-of-class learning activities. It was applied in a university-level English as a foreign language (EFL) course in Japan to improve students’ presentation skills in English through sustained study both in and out of class. The development of the project proceeded as follows: (1) a team-based FL framework was created; (2) an application that allows students to repeatedly practice their presentations with a text-to-speech (TTS) synthesis engine was developed; (3) a function that simultaneously visualizes self-, peer, and teacher assessments using a rubric was created; and (4) another function for small-group discussions outside the classroom was added to the application. When developing stages (1)–(4), the ADDIE model, a practical model for the design and development of instructional materials that centers on all component processes in a holistic systematic planning environment, was applied. Based on the analyses of questionnaire results and students’ performance data, the team-based FL framework through the application engaged the students in in-class and out-of-class learning and can lead to achieving the desired learning outcomes.
Keywords: team-based flipped learning framework, text-to-speech technology, rubric-based self- and peer assessment, out-of-class student interactions, student engagement in learning
Introduction
Student Engagement in Blended Learning
Blended learning (BL) is “the integration of face-to-face and online learning activities” (Vaughan et al., 2013, p. 8); it aims to enhance “engagement through the innovative adoption of purposeful online activities” (Vaughan et al., 2013, p. 9). Dziuban et al. (2013) indicated that BL approaches would provide a suitable environment for enhancing student engagement. However, educational technology research has struggled to identify a common definition for student engagement, and its definition remains inconsistent (Bond et al., 2020). Therefore, it is important to start by defining student engagement to understand how BL affects student engagement (Boekaerts, 2016).
In this study, we adapted Travers’ (2015) definition of student engagement, defining it as a student’s ability to participate in learning opportunities using effective learning processes, based on taking responsibility for their choices. This definition also involves receiving feedback from oneself and other participants to assess personal performance and undertake autonomous actions for self- and peer progress regarding learning targets. Therefore, learn