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A Case Study in Flipped Tutoring Development, Implementation and Evaluation of a Flipped Classroom Approach to English Language Tutoring
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, , Fernuniversitaet in Hagen, Germany ; , Fernuniversitat in Hagen (Germany) and Open University of the Netherlands (The Netherlands), Germany

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The Flipped Classroom approach to teaching has become popular in recent years, with applications in K-12 and Higher Education. However, the approach may also be extended to more niche educational settings, like private tutoring. This case study reports on the development, implementation and evaluation of a Flipped Classroom approach to private tutoring, the subject being English as second language. As will be shown in the paper, this subject lends itself nicely to the two-step instructional sequence that is characteristic of Flipped Classroom approaches. Results of a qualitative inquiry indicate that students perceived the approach as satisfying and motivating. Students also showed learning gains on a short language proficiency task between pre- and post-test. However, because this case study had no control group and sample size was small, the findings shouldn’t be generalized without further research.

Citation

Gunkel, P., Weidlich, J. & Bastiaens, T. (2018). A Case Study in Flipped Tutoring Development, Implementation and Evaluation of a Flipped Classroom Approach to English Language Tutoring. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 840-845). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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