Journal of Studies in Language, Culture and Society (JSLCS)
Volume 3, Numéro 2, Pages 72-83
2020-06-30
Investigating The Potential Of The Flipped Class In Fostering Students’ Content Understanding And Facilitating Differentiation
Authors : Benzert Fatima Zohra . Sarnou Hanane .
Abstract
Academic communities in many parts of the world have adopted various digital innovations as educational, pedagogical tools to remove the barriers that have characterized the traditional way of teaching and learning. The flipped class is an exemplary outgrowth of this attraction for teaching assisted by technology, which the Algerian higher education system can exploit. In essence, flipping the classroom is the model in which the lectures are moved from the usual institutional environment to a web-based platform where learners can access them at home. This study seeks to explore the potential of the model to advance students’ content understanding, elevate engagement, and allow the use of differentiation strategies. To achieve these objectives, a mixed-methods research design, including qualitative and quantitative methods, was employed to collect relevant data for this research study. The research tools used were: an observation, an experiment, and a questionnaire for the students. The findings revealed that inverting a classroom improves understanding of concepts and encourages learners’ engagement. The results showed that it is possible to differentiate the instruction through reversing the classroom.
Keywords
content understanding, differentiated strategies, engagement, the flipped class
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