students are exposed to the new content outside of the class through short videos, and use the class time to further develop this knowledge through problem-solving, discussion, practice, and interaction with peers and teacher.

students were more passive consumers than active producers

scaffolding: the help given by a teacher or more able peer in an educational setting

student starts as a novice with guidance and modeeling, takes a role of expert in a supported context (Palincsar&Brown, 1984).

the “teacher” student learns the content better themselves
profit not only cognitive level, but also interpersonal and affective level

Meaning: students have some
control over ‘time, place, path and/or pace’ (Staker & Horn, 2012) and and are involved in active
learning (Hamdan, Mcknight, Mcknight, & Arfstrom, 2013)

closely correspond to Bloom’s taxonomy:the highest level of cognitive
processing – create

Negative side: teacher who lectures and gives the input (Nielsen, 2012), and the students who “sit-and-get”

Context:federal university in the United Arab Emirates
three composition classess

a group of 18 Emirati female learners aged 19-21
L1-Arabic
L2-English

ten digital videos on different topics
writing a research question, organizing an argumentative essay,
outlining, and writing a research proposal

inlusion of specific language skills and writing skills
skills include: paraphrasing, summarizing, writing a thesis statement, using in-text citations
(APA) and writing a reference list (APA)

1st part: to get feedback on the flipped approach and the use of the videos

2nd part: to elicit perceptions of the usefulness of creating their digital video
whether creation and preparation enhanced their own knowledge and understanding of the
concepts

develop their own writing and language skills
learn how to make researching and evalution the information
Learn how to focus on accuracy and language forms