Extending the flippped classroom model (Marion Engin, 2014)
- Aim of the article
leverage the students' interest
experience of technology
writing skills:accuracy
organization
lexical appropriacy
- Scholarly approach (Kirkwood&Price, 2013)
teacher-led approach
learner-led appraoch
- Flipped classsroom
discussion
practice
problem-solving
interaction
- student-created video and Second Language learning
- Promoting two different teaching
Peer - Scaffolding (Maybin, Mercer, & Stierer, 1992)
reciprocal teaching
role of expert (Palincer & Brown, 1984)
role of novice (Shuell, 1990)
Benefits of peer teaching
increasedcritical thinking (Whittington & Wolf. 2011)
willingness to explore
understanding course content
self-reflection (Yang & Wu, 2012
Reports of student-created digitsl videos (Schuck, 2006)
Reports in the higher education (Lim, Pellet, & Pellet, 2009)
more meaningful input
greater awareness of peers
greater relevanve (Wu, 2012)
developed critical thinking (Beach, 2012)
sense of effective visual communication
increased motivation
increased reinforcement (Miller, 2007)
- Mentioned Processes of the research
Focus on accuracy
Student perceptions: trustworthiness of the content and presentation
Researching (Krathwohl, 2002)
Simplifying (Ryan, 2013)