Developing The Flipped Learning Instrument in an ESL Context: The Experts’ Perspective

Hidayat, Wahyu and Ali, Mohammad Musab bin Azmat and Lawahid, Nur Asmawati and Mujahidah, Mujahidah (2021) Developing The Flipped Learning Instrument in an ESL Context: The Experts’ Perspective. Jurnal Penelitian dan Evaluasi Pendidikan, 25 (1). ISSN 2685-7111

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The flipped learning approach has been accepted by numerous studies as an approach in implementing technological based classroom environments. This article aims to identify the required constructs in developing an instrument for flipped learning in an ESL environment. This study uses the Fuzzy Delphi method to collect and analyze the viewpoints of 18 experts from relevant fields. An online questionnaire was developed to gather the experts’ agreement towards seven constructs namely flexible environments, shift in learning culture, intentional content, progressive networking activities, professional educators, engaging & effective learning experiences, and diversified seamless learning platforms and 68 items gathered from the literature. The FDM (Fuzzy Delphi Method) analysis rejected seven of the items; finalizing the instrument with seven constructs and 61 items. The instrument is beneficial to teachers and learners of ESL and developers of technology-based learning methods. The implication of the study is the provision of the constructs to help guide and implement the flipped learning approach in educational contexts. Furthermore, these constructs can be used to the basis for further investigations that leads to the development of frameworks or models for the flipped learning approach. Future works on the topic may look at a bigger sample for stronger results. Furthermore, the instrument developed can be used on the student population and in other contexts as well.

Item Type: Article
Uncontrolled Keywords: flipped learning approach; ESL context; Fuzzy Delphi method
Subjects: Pendidikan
Depositing User: Ainul Yaqin Usman S.I.P.
Date Deposited: 13 Aug 2022 08:53
Last Modified: 13 Aug 2022 08:53

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