Akademik Veri Yönetim Sistemi
20th INGED International ELT Conference, Bolu, Türkiye, 5 - 06 Kasım 2021
Online flipped learning is an
innovative pedagogical approach prioritizing an active, dynamic and interactive
learning environment for creative learner engagement. The extant literature on
flipped classrooms mostly focuses on the impact of flipped learning on student
achievement and teachers’ and students’ attitudes towards flipped learning in
the tertiary context. However, the flipped task design and the benefits and
challenges associated with it have been underexplored. Similar to the flipped
learning approach, the Universal Design for Learning (UDL) Framework enables
teachers to design instructional environments to effectively address diversity
in education through differentiation. In fact, the relationship between UDL and
flipped learning is underexplored. This qualitative case study aimed to
investigate the Turkish English as a Foreign Language (EFL) preservice
teachers’ online flipped task design process, the impact of their flipped task
design on lesson planning and implementation as well as the challenges in task
design at different stages of online flipped instruction. It also explored the
contribution of their online flipped task design engagement to their
pedagogical and digital competence as well as the alignment between the flipped
tasks and the UDL principles. Four EFL preservice teachers in a practicum
course who were involved in an Erasmus+ project Flipped Impact participated in
the project. They were engaged in designing and implementing flipped grammar
lessons for eight graders at a private middle school for 12 weeks. The data
were collected via teacher logs, flipped lesson plans, reflective journals and
semi-structured interviews and analyzed via content analysis. The findings suggested
that despite some pedagogical challenges regarding the online flipped task
design, the preservice teachers indicated a boost in their self-efficacy,
agency and autonomy as well as enhanced digital competence, and a considerable
alignment between flipped tasks and UDL principles, which was conducive to
learner engagement, differentiation, and inclusive classroom practices.