Extending the Flipped Classroom Approach: Using Technology in Module Delivery to Students of English Language and Literature at the British University in Egypt
Authors: Azza Taha Zaki
Technology-enhanced teaching has been in the limelight since the 90s when educators started investigating and experimenting with using computers in the classroom as a means of building 21st. century skills and motivating students. The concept of technology-enhanced strategies in education is kaleidoscopic! It has meant different things to different educators. For the purpose of this paper, however, it will be used to refer to the diverse technology-based strategies used to support and enrich the flipped learning process, in the classroom and outside. The paper will investigate how technology is put in the service of teaching and learning to improve the students’ learning experience as manifested in students’ attendance and engagement, achievement rates and finally, students’ projects at the end of the semester. The results will be supported by a student survey about relevant specific aspects of their learning experience in the modules in the study.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.3455563Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 145
 S. Fahim & R. Khalil, “Flipped Teaching and Learning in English Language Programmes in Higher Education”, in 2016 Proc. of INTED. Retrieved from: https:// library.iated.org/view/FAHIM2016FLI.
 A. Taha Zaki, “A Developmental Study of the Flipped Classroom Approach on Students’ Learning in English Language Modules at the British University in Egypt”, in 2017 Proc. of World Academy of Science, Engineering and Technology. Retrieved from https://waset.org/Publication/a-developmental-study-of-the-flipped-classroom-approach-on-students-learning-in-english-language-modules-in-british-university-in-egypt/10007681
 Teaching and Learning Strategy, The British University in Egypt. Retrieved from http://www.bue.edu.eg/index.php/teaching-and-learning
 A. Sigman, Remotely controlled: how television is damaging our lives. Random House, 2007.
 M.J. Eady and L. Lockyer. “ Tools for learning: technology and teaching strategies”, Learning to Teach in the Primary School, Queensland University of Technology, Australia, 2013.
 G.A.Hale and M. Lewis. Attention and cognitive development. New York: Plenum Press, 1979.
 L.M. Brand, The effect of technology and concentration within the classroom context, 2010. Retrieved from http://uir.unisa.ac.za/ bitstream/handle/10500/3452/dissertation_brand_l.pdf?sequence=3
 G.B. Shelly. Teachers discovering computers: integrating technology in the classroom. Thompson Course technology, Massachusetts, 2004.
 G.G. Bitter and J. M. Legacy. Using technology in the classroom, 7th. Ed. Boston: Pearson Publishers, 2008.
 R. P. H. Chang. Challenges in STEM education. Northwestern University, 2008. Retrieved from https://www.materialsworldmodules.org /news/NSF-STEM-Presentation-08.pdf
 “A brave new world: technology and education” in Trends Shaping Education Spotlight 15. Retrieved from http://www.oecd.org/education/ceri/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf
 D. Oblinger and J. Oblinger. “Is it age or IT : first steps toward understanding the net generation” in Educating the net generation, EDUCAUSE, 2005.
 G. R. Roberts. “Technology and learning expectations of the net generation” in Educating the net generation, ed. EDUCAUSE, 2005.
 L. S. Shulman. “Those who understand: knowledge growth in teaching”. Educational Researcher, vol. 15, no. 2, pp. 4-14, February 1986.
 M. J. Koehler and P. Mishra. “ What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, vol. 9, no. 1, pp.60-70, 2009.
 N. McNulty. Bloom’s Digital Taxonomy. Cape Town-based Digital Publisher, 2017. Retrieved from https://www.niallmcnulty.com/2017/ 11/blooms-digital-taxonomy/