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Wschód–Zachód:Przestrzeńwzajemnegoprzenikaniasiękultur*Słupsk2020
21
-relatedlearningbasedoninformation-transmissionself-teachingand2)in-class
interactivegrouplearningactivitiesbasedonpeer-assistanceandproblem-
-solving[Lo2018].
Theinvertedclassroomapproachhasanumberofadvantages.Thankstostu-
dents’initialpreparation,teacherhasmoretimeforworkingonstudents’de-
velopmentduringalesson.Havingmorein-classtimeavailable,studentscan
devotethistimetochallengingtopics,groupdiscussion,orproblemsolving.The
absorptionofcontentcanbereinforcedthroughtheteacher’sorganizationofva-
riousformsofstudents’classroominteraction,thecreationoflearningpossibili-
tiesorsolvingproblemsconcerningadiscussedissueinanothercontextthanthat
encounteredinastudent’sworkbeforeclassmeetings[Grubaetal.2016].
Anotheradvantageoftheflippedclassroomisthatsuchamethodcreates
amilieuasitisinareallsociety’inwhichstudentshavetosolveproblems.Itis
sometimesimportanttoshownottheveryknowledgebuttheabilitytoapplyit
throughdiscussions,queries,doubtsthataredispelledduringformalteaching
thatfollowslearningathome.Inthisway,studentsdevelophigher-orderabilities
which,inconsequence,leadtoacquiringnewcompetences.
AbeysekeraandDawson[2015]arguethat,drawingonself-determination
theory[Ryan,Deci2000],theflippedclassroomapproachcansatisfystudents’
needforautonomy,relatedness,andcompetence.Thisissoasstudentscanlearn
attheirownpacebypausing,rewindingandreviewingvideolectures.Someevi-
dencehasalsobeenprovidedthattheyincreasetheirself-perceivedknowledge
aswellastheirself-emcacyinlearning[Lo2018:798].
Althoughthereisnounanimousevidencethattheflippedclassroomismore
efectiveinlanguageteachingthanthetraditionalclassroom[Kern2014],itcan
certainlybeusedinteachereducationforpractisingcommunicativetasks.The
timebeforetheclass(thepre-communicativetask)canbedevotedtovocabulary
andstructuresreinforcementwithoutcommunicativeintention,whereasclas-
sroomsessionscanbeoccupiedbystrictlycommunicativetasks.Thankstothis,
thereismoretimeforcommunicativetasks,notonlyintermsofincreasingtheir
numberbutalsotheirquality.Thismeansthatlower-priorityactivities(wordand
structurerepetitionsinfamiliarcontexts,textreconstruction,etc.)aredoneby
studentsintheirowntime,whereastheclassroomtimeisspentonactivitiesgu-
idedbytheteacher.Studentsthenworkontasksbasedonwhattheyachieved
bythemselveswhicharenowdeepened,clarifiedanddependentuponthecoo-
perationwithothers.Assumingtheroleofanadviser,teacherasksremarkable
questionsandldisturbs’theirshallowunderstandingofaproblem.Thatsaid,itis
worthnotingthatifastudent’sinternalizationofmaterialbeforeaclassisoflow
quality,classroomactivitieswillnotbeengagingforstudents.If,however,such
aworkingmodelisacceptedbystudents,theirunderstandingandmaintenance
ofknowledgewillbedeeper.Theknowledgepossessedbystudentswillabsorb
newinformationand,thankstoit,becomereconstructedandreinforced.
