Polytechnic Institute of Leiria (PORTUGAL)
About this paper:
Appears in: ICERI2021 Proceedings
Publication year: 2021
Pages: 7274-7280
ISBN: 978-84-09-34549-6
ISSN: 2340-1095
doi: 10.21125/iceri.2021.1629
Conference name: 14th annual International Conference of Education, Research and Innovation
Dates: 8-9 November, 2021
Location: Online Conference
The Emergency Remote Teaching context that followed the COVID-19 pandemic situation and the challenges that resulted from it allowed new opportunities for experimenting different pedagogical approaches.

One of the pedagogical frameworks that has gained momentum at tertiary level was flipped learning, which seems to be adequate to the current circumstances and the profile of new higher education students, who, according to Wahab et al (2018) prefer visual forms of learning and are highly connected, with a low attention span. This approach involves an active learning methodology, in which students are introduced to new contents at home while lectures are used for practice. This promotes independent learning and students’ autonomy and self-regulation. In other words, according to Bloom’s Taxonomy, which defined different categories of cognitive tasks in the 1950s, later updated in the year 2000s, students are able to perform individually cognitive tasks of lower difficulty or complexity and then engage in more complex cognitive tasks in the context of the online classroom.

In this paper, we describe how online flipped learning can be applied to the context of English Language Learning to develop student autonomy, learning, control and responsibility (Fisher, Ross, LaFerriere & Martiz, 2017), namely through the use of four specific tools: weekly lesson plans; short videos; digital portfolio; rubrics.
Flipped learning, emergency remote teaching, bloom's taxonomy, active learning.