DEVELOPING A HYBRID DIDACTIC COURSE IN ESP

Nicolás Montalbán

DOI Number
https://doi.org/10.22190/JTESAP2104675M
First page
675
Last page
692

Abstract


This paper proposes a hybrid didactic ESP course, which comprises Blended Learning, Flipped Classroom and Project Based Learning with adequate activities. The paper shows that most of the proposed activities stipulate a high fulfilment indicator, and a correlation between a proper selection of didactic materials and the degree of students´ achievement and satisfaction at the end of each course.


Keywords

English for Specific Purposes, Blended learning, Flipped Classroom, Project Based Learning

Full Text:

PDF

References


Ayşe Didem Yakut and Selami Aydın (2017) An experimental study on the effects of the use of blogs on EFL reading comprehension, Innovation in Language Learning and Teaching, 11:1, 1-16, DOI: 10.1080/17501229.2015.1006634

Bergmann, J., and Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day (pp. 120-190). Washington DC: International Society for Technology in Education.

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., and Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844

Bernard, R.M., Borokhovski, E., Schmid, R.F., Tamim, R.M. and Abrami, P.C. (2014) A Meta-Analysis of Blended Learning: From the General to the Applied. Journal of Computing in Higher Education, 26, 87-122. http://dx.doi.org/10.1007/s12528-013-9077-3

Blank, W. (1997). Authentic instruction. Tampa, FL,: University of South Florida.

Cieliebak, M.; FreI, A. K. (2016): «Influence of flipped classroom on technical skills and non- technical competences of IT students». Paper presented at the Global Engineering Education Conference (EDUCON 2016). IEEExplore Digital Library. http://ieeexplore.ieee.org/document/7474676/

Crouch, C., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. American Journal of Physics, 69, 970-977.

Dickinson, K.P., Soukamneuth, S., Yu, H.C., Kimball, M., D’Amico, R., Perry, R., et al. (1998). Providing educational services in the Summer Youth Employment and Training Program (Technical assistance guide). Washington, DC: Department of Labor, Office of Policy & Research.

Dziuban, C., Graham, C.R., Moskal, P.D. et al. Blended learning: the new normal and emerging technologies. Int J Educ Technol High Educ 15, 3 (2018). https://doi.org/10.1186/s41239-017-0087-5.

Elliott, R. (2014): «Do students like the flipped classroom? An investigation of student reaction to a flipped undergraduate IT course». Paper presented at the Frontiers in Education Conference (FIE 2014). IEEExplore Digital Library.

Finkelstein, M. A. (2010). Individualism/collectivism: Implications for the volunteer process. Social Behavior and Personality: An international journal, 38(4), 445-452.

Fithriani, R., Rafida, T. and Siahaan, A. (2019). Integrating online blogging into EFL writing instruction: Exploring students’ perceptions. Paper presented at the 7th UNNES International Conference on English Language Teaching, Literature and Translation (ELTLT) 2018, Semarang, Indonesia.

Flumerfelt, S.; Green, G. (2013): «Using Lean in the Flipped Classroom for At Risk Students», Educational Technology & Society, 16 (1), 356-366.

Fornons Jou, V., and Palau Martín, R. F. (2016). Flipped Classroom en la asignatura de matemáticas de 3º de Educación Secundaria Obligatoria. Edutec. Revista Electrónica De Tecnología Educativa, (55), a322. https://doi.org/10.21556/edutec.2016.55.284

Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333–350). New York, NY: Routledge.

Harwell,S. (1997). Project-based learning, promising practices for connecting high school to the real world. Tampa, FL: University of South Florida.

Jonsson, H. (2015): «Using flipped classroom, peer discussion, and just-in-time teaching to increase learning in a programming course». Paper presented at the Frontiers in Education Conference (FIE 2015). IEEExplore Digital Library.

Margulieux, Lauren; McCracken, W. Michael; and Catrambone, Richard, "A Taxonomy to Define Courses that Mix Face-to-Face and Online Learning" (2016). Learning Sciences Faculty Publications. 2. https://scholarworks.gsu.edu/ltd_facpub/2

Marlowe, C. A. (2012): «The effect of the flipped classroom on student achievement and stress». Master of Science. Bozeman, Master ́s Thesis: Montana State University.

Maureen J. Lage, Glenn J. Platt and Michael Treglia (2000) Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment, The Journal of Economic Education, 31:1, 30-43, DOI: 10.1080/00220480009596759

Means, B., Toyama, Y., Murphy, R., and Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.

Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta analysis and review of online learning studies. Washington DC: US Department of Education.

Montalbán Martínez, N. (2019). Estudio sectorial de formación y cualificación en lengua inglesa en la familia profesional de química. Revista De Lenguas Para Fines Específicos, 25(1), 81-106. Retrieved from https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/822

Montalbán Martínez, N. (2019). La potenciación de la competencia traductológica en alumnos universitarios: una propuesta híbrida. EPOS, Revista de Filología. 35, 181-206. DOI: https://doi.org/10.5944/epos.35.2019.25590

Montaner-Villalba, S. (2019) Competencia en producción escrita en inglés para fines específicos mediante el Blogging en un entorno de Aprendizaje Basado en Proyectos, Revista de Lenguas para fines específicos, 25(2), 173-192. DOI: http://dx.doi.org/ 10.20420/rlfe.2019.292

NDT Resource Center (2021). Retrieved 16 March 2021, from https://www.cnde.iastate.edu/nde-education/ndt-resource-center/

Norberg, A., Dziuban, C., Moskal, P. (2011) A Time Based Blended Learning Model. On the Horizon, 19(3): 207-216http://dx.doi.org/10.1108/10748121111163913.

O'flaherty, J.; Phillips, C. (2015): «The use of flipped classrooms in higher education: A scoping review», The Internet and Higher Education, 25, 85-95.

Perdomo, W. (2016): «Estudio de evidencias de aprendizaje significativo en un aula bajo el modelo flipped classroom», EDUTEC, Revista Electrónica de Tecnología Educativa, 55, 1-17. http://www.edutec.es/revista/index.php/edutec-e/article/view/618/Edutec_n55_Perdomo

Roach, T. (2014): «Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics», International Review of Economics Education, 17, 74-84.

Santiago Benítez, Gisela, Caballero Álvarez, Rebeca, Gómez Mayén, Diana, and Domínguez Cuevas, Atenea (2013). El uso didáctico de las TIC en escuelas de educación básica en México. Revista Latinoamericana de Estudios Educativos (México), XLIII(3),99-131.[fecha de Consulta 16 de Marzo de 2021]. ISSN: 0185-1284. Retrieved from: https://www.redalyc.org/articulo.oa?id=270/27028898004

Sauro, S., and Sundmark, B. (2019). Critically examining the use of blog-based fan fiction in the advanced language classroom. ReCALL, 31(1), 40-55. doi:10.1017/S0958344018000071

Saverv, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinarv Journal of Problem-Based Learning, 1(1), 9-20.

Sife, A., Lwoga, E. and Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development using ICT, 3(2), 57-67. Open Campus, The University of the West Indies, West Indies. Retrieved March 15, 2021 from https://www.learntechlib.org/p/42360/.

Sitzmann, T., Kraiger, K., Stewart, D., and Wisher, R. A. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59,623–664.

Thomas, J.W., Mergendoler,J.R., and A.Michaelson (1999).Project-BasedLearning: A Handbok for Midleand High School Teachers. Buck Institute for Education. (htp:/w.bie.org)

Vega, F., E. Portillo, M. Cano and B. Navarrete (2014), Experiencias de aprendizaje en la ingeniería química: diseño, montaje y puesta en marcha de una unidad de destilación a escala de laboratorio mediante el aprendizaje basado en problemas, Form. Univ, 7(1), 13-22

Vizcarro, C.,and E. Juárez (2008), ¿Qué es y cómo funciona el aprendizaje basado en problemas?, in El aprendizaje basado en problemas en la enseñanza universitaria, by Universidad de Murcia, Servicio de Publicaciones, pp. 17-36 Murcia, España

Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.

Whiteside, A. L., Dikkers, A. G., y Lewis, S. (2016). More Confident Going into College: Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative. Online Learning, 20(4), 136- 156.

Zhao, Yong; Lei, Jing; Yan, Bo; Lai, Chun; Tan, Hueyshan Sophia, Teachers College Record, v107 n8 p1836-1884 Aug 2005.




DOI: https://doi.org/10.22190/JTESAP2104675M

Refbacks

  • There are currently no refbacks.


ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)