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Flipped Classroom

Literature Comparing
Researches done in
Review China and Japan
Zhiyuan Sun (16F9506)

Shifan Du (17F9505)
What is Flipped CLassroom?
01 Topic What is the literature trying to tell us?

Thesis What are the limitations?


02 Statement What's the Gap?

Main Point
03 Summary Strength
Weakness

Relations within the field


04 Analysis Theme
Methodologies

05 Conclusion What is our Finding?


What is Flipped
Classroom

01
Flipped Classroom

• A flipped classroom is an • It moves activities, including those

instructional strategy and a type of that may have traditionally been

blended learning that reverses the considered homework, into the

traditional learning environment by classroom.

delivering instructional content, often

online, outside of the classroom.


Flipped Classroom
Literature Review

Doman, E., & Webb, M. (2017). The Flipped


Experience for Chinese University Students
Studying English as a Foreign Language. TESOL
Journal 8.1, March 2017 (p.p 102 - 141). TESOL
International Association.

02
Literature Conclusion (Doman)

• The implications are that this method “Flipping the classroom is an education paradigm that

should be used more often to increase is growing in K–12

education in the United States.” -------- Doman


student autonomy and enjoyment of

learning in the classroom. ----- Doman


Toward the end of the course,

the flipped students began to see themselves as

more independent learners and viewed the teacher as

more of a mentor. ------- Doman


Experiment Questionaire Interview Table recording
Flipped Classroom Teacher & Students Teacher & Students Data Analysis

Methodologies
Flaw, Challenges & Limitations

1 The struggle among students' initial adjustment

Too many applications, unclear Tasks

2
Teachers Struggle learning new technology

increased preparation time, difficulty learning new technology

Research Lack of Comparison (participants' perception)


3
survey questionnaires weak reliability
Strength & Weakness

• thorough explanation • Lack of perspective of Mainland China

• Clear data • Lack of experienced investigation

• Adequate Sample size.

• Authority help
Literature Review

03
Introduction

Japanese higher education

decided to transition from

teacher-centered to student-

centered, communicative

classroom.

flipped classroom technique

hence are used


The Conclusion

Benefits of Flipped Classroom


1

Students have more chance to use new technology to study

Understand knowledges through creative and student-centered way instead

of listening to their teachers passively


Flaw, Challenges & Limitations

•Only English is experimented for the Flipped

Classroom

•They only did this experience at Iwate University, so

the result may not ba able to present all of the

students
Research Field Relations

Both research paper are investigating the Flipped Classroom in East-Asian


countries, where education system or cultural background are related.

Chinese students try to practice as much as possible, and Japanese used to


yakudoku to study and translate English, to study English effectively.
English Education In China
The Gap

In the past few years, people have been researching the Flipped Classroom in
East-Asia. Yet, none has a thorough interpretation of “how well will it work in
mainland China”.
Thesis Statement
Would “Flipped Classroom”be a good strategy in Mainland China?
Future of Flipped Classroom
More Active, More Autonomous
Thanks