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The Effects of a Flipped Classroom on Student Comprehension and Perception among Second Language Learners in a Bachelor of Social Work Course.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effects of a Flipped Classroom on Student Comprehension and Perception among Second Language Learners in a Bachelor of Social Work Course./
作者:	Wagner, Beverly.
面頁冊數:	1 online resource (308 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Pedagogy. -
電子資源:	click for full text (PQDT)
ISBN:	9780438112049

The Effects of a Flipped Classroom on Student Comprehension and Perception among Second Language Learners in a Bachelor of Social Work Course.
Wagner, Beverly.

The Effects of a Flipped Classroom on Student Comprehension and Perception among Second Language Learners in a Bachelor of Social Work Course. - 1 online resource (308 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--University of South Carolina, 2018.

Includes bibliographical references

This two-phased action research study first explored obstacles to learning among second-language learners in a UAE undergraduate, social work course. This knowledge was then used in the modification of a flipped class approach to understand how this approach could influence student engagement and comprehension. This study was grounded in a sociocultural and student-centered learning theoretical framework, through first exploring the sociocultural influences and obstacles within a specific cultural context and modifying a student-centered learning approach based on this knowledge. Both phases were studied using a qualitative, ethnographic design.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438112049Subjects--Topical Terms:

1148703
Pedagogy.
Index Terms--Genre/Form:

554714
Electronic books.

The Effects of a Flipped Classroom on Student Comprehension and Perception among Second Language Learners in a Bachelor of Social Work Course.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
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502 $a Thesis (Ed.D.)--University of South Carolina, 2018.
504 $a Includes bibliographical references
520 $a This two-phased action research study first explored obstacles to learning among second-language learners in a UAE undergraduate, social work course. This knowledge was then used in the modification of a flipped class approach to understand how this approach could influence student engagement and comprehension. This study was grounded in a sociocultural and student-centered learning theoretical framework, through first exploring the sociocultural influences and obstacles within a specific cultural context and modifying a student-centered learning approach based on this knowledge. Both phases were studied using a qualitative, ethnographic design.
520 $a Phase I sought to answer the following research questions: What are the obstacles to learning identified by native-Arabic, female English language learners? What are the obstacles to learning and teaching as noted by faculty who teach native-Arabic, female English language learners? Data was collected through a faculty open-question survey, a faculty focus group, and interviews with five students who later participated in the flipped class. Data was analyzed using qualitative methods of thematic analysis. Findings from Phase I indicated differing expectations between instructors and students of what teaching and learning should be. These expectations intersected with a second-language learning environment and resulted in consistent teaching and learning challenges. The knowledge gained from Phase I informed Phase II and the implementation of a flipped class. Phase II sought to answer the following research subquestions: How can a flipped class pedagogy be used to support comprehension and engagement among native-Arabic, English language learners in an undergraduate social work course? How can a flipped classroom pedagogy provide faculty who are non-Arabic speakers opportunities to support native-Arabic, English language learners? Data was collected through field notes, audio transcriptions, a research journal, content analysis of exam responses, and post flipped-class student interviews. Data was again analyzed using qualitative methods. Findings of Phase II indicated that culturally relevant knowledge could be incorporated in a flipped class model. Behavioral engagement improved as well as comprehension and application among students performing at the lower end of the class.
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