THE FLIPPED CLASSROOM AS A VARIANT OF BLENDED LEARNING IN THE PROCESS OF MULTICULTURAL PERSONALITY DEVELOPMENT
Shadrinsk State Pedagogical University (RUSSIAN FEDERATION)
About this paper:
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
Abstract:The article is aimed at the introduction of an innovative system of English language training for undergraduate students, which is impossible without the use of new educational technologies. One of the technologies considered as an efficient one is that of blended learning. “Blended learning” designates the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co‐presence of teacher and students.
The research aims at finding out an efficient way of university students’ multicultural personality development. It studies how to develop the main competencies through a new educational technology "Flipped classroom". A flipped classroom frees up class time for teachers and presents learning choices to students rather than just informing them in a sit-and-listen format. With this model, teachers can deliver this instruction by recording and narrating screen casts of work they do on their computers, creating videos of themselves teaching, or conducting video lessons from trusted Internet sites. In other words, teachers can record videos, add interactive elements, and share previously recorded segments from other teachers. Students should watch these videos before the class so that they can be active in the classroom activities. With Internet access becoming more ubiquitous, sources of language teachers to reach more videos for using in their language teaching classes have been on the increase.
The purpose of the paper is to present the flipped classrooms programs in the model of multicultural personality development which can be easily integrated into classroom environment. The purpose of the flipped classroom programs is to implement effective learning methods. For example, a flipped classroom can contribute to personalization with video lectures, which present opportunities to watch or re-watch lessons in case of need. Moreover, with a variety of materials in addition to lecture videos, the flip can contribute even further to the individual needs of students.
The developed flipped classroom programs have been successfully introduced into an educational process of teaching English to undergraduate students. The authors described a technology of flipped classroom realization in the process of multicultural personality development. A flipped classroom can be divided into two learning environments: outside and inside the classroom. Both sides can be perfectly integrated for this model to be effective. The first step for teachers is planning in detail what will happen in each environment. The second step is selecting a variety of appropriate activities that meet the needs of all learners. Such an approach can provide rich learning opportunities for students with different learning styles. The third step is to determine how to integrate tasks and activities that occur in both environments.
The results of placement and final tests reliably show a significant improvement in the way the students start using the language after they’ve seen the video at home. The satisfaction survey shows that the flipped classroom can provide several benefits: free classroom time, opportunities for personalized learning, opportunities for more student centered learning, a continuous connection between student and teacher, increased students’ motivation, a learning environment full of familiar tools, and variety in lecture content attuned to different learning styles.
Keywords: Multicultural personality, multicultural personality development, blended learning, flipped classroom.