(SKKN 2022) APPLYING DIGITAL EDUCATION TOOLS IN FLIPPED CLASSROOM MODEL TO HELP STUDENTS IMPROVE THE LEARNER AUTONOMY AT NHU THANH HIGH SCHOOL

Therefore, in this study I present a subject “Applying digital education tools in Flipped Classroom model to help students improve their learner autonomy at Nhu Thanh High School”.. In t

PART ONE: INTRODUCTION

I RATIONALE OF THE STUDY

Traditional systems of teaching and learning are not necessarily providing young people with the skills they need to make it in the modern world Many of the more traditional classroom forms of learning are ill-equipped to improve the skills needed for developing creative solutions to complex problems Traditional schooling addresses problems of the past, not issues in the future

Due to the rapid changes in the economic and social contexts it is imperative that educators redesign their teaching methods, create an innovative learning experience and support their students in acquiring the 21st century skills (Council of the European Union, 2018) Today’s students seem to have boundless and free access

to information, therefore the key for their education, is not the memorization of information but the ability to search and manage information Also, the advancement

of new technologies provides teachers with the opportunity to alter their methodology

in order to promote their students’ active participation in the learning process Since teachers are no longer expected just to provide students with knowledge but to help them develop a set of skills such as problem solving, critical thinking, creativity, teamwork, metacognition, effective communication and social skills so that they can meet the challenges of the modern world, their role is more crucial than ever in achieving the desired learning outcomes

Since every student is unique, teachers are challenged to organise a learning environment that meets the differing needs of each student so that they can provide them with the opportunity to learn, regardless their abilities and their cultural, social and economic backgrounds Therefore, reshaping education is the medium to provide students with equal access to knowledge, skills and competencies, to promote their social and professional inclusion, their well- being, so that they can have a positive impact in society

Moreover, the lecture materials should be provided as a supplement to classroom activities and moved online for students to reference outside of the classroom Classroom time is better used for discussing the curriculum, engaging in activities with teams and completing class projects Students often have the option to pace their learning and even study ahead with a digital learning tool if they wish to do

so By helping children think outside their typical learning modes, digital learning inspires creativity and lets children feel a sense of accomplishment that encourages further learning

Digital tools can help learners become more independent as they don't have to rely on you for input and practice Autonomous learners can set their own goals and plan how to achieve them They tend to learn more efficiently and effectively, and to

be more motivated However, not all learners are able to do this, so they may need guidance from you With support, learners can be more independent and develop their language skills beyond the classroom

Taking under consideration the above, it comes as no surprise that in recent times there is a move from the teacher-centered to the student-centered learning

model This paradigm shift in education has resulted to the development of new learning models and methods such as the flipped classroom, where the teacher does no longer provide just a lecture but becomes the students' guide and supporter at their educational path to learning

Therefore, in this study I present a subject “Applying digital education tools in Flipped Classroom model to help students improve their learner autonomy at Nhu Thanh High School”.

In the flipped classroom model, when teachers ask students to study lessons at home before their discussion in class, learning tools and technology enable students to develop effective self-directed learning skills They are able to identify what they need

to learn, find and use online resources, apply the information on the problem at hand, and even evaluate resultant feedback This increases their efficiency and productivity

In addition to engaging students, digital learning tools and technology sharpen critical thinking skills, which are the basis for the development of analytic reasoning Students who explore open-ended questions with imagination and logic learn how to make decisions, as opposed to just temporarily memorizing the textbook They also develop positive feelings of accomplishment from mastering new knowledge and skills using digitized learning tools giving them the confidence they need to want to learn even more new things

II AIMS OF THE STUDY

I do the research to know about the fact of the students’ learning autonomy in Nhu Thanh High School more clearly This study also investigates whether the

“Digital education tools used in Flipped Classroom Model” can have positive impact

on process among students and can develop their learning autonomy or not Bearing in

mind, I decide the research with title “Applying digital education tools in Flipped Classroom model to help students improve their autonomous learning at Nhu Thanh High School”

III RESEARCH QUESTIONS

This study aims at finding answer to the following research question:

How can “Digital education tools used in Flipped Classroom Model” help the

students at Nhu Thanh High School promote their learner autonomy?

The question has been addressed to two of the classes (A1, A2) that I have been

teaching in Nhu Thanh High School with the aim to examine how “Digital education tools used in Flipped Classroom Model’ affect the process of their autonomous

learning here

IV SCOPE OF THE STUDY

The study investigates applying Digital education tools in Flipped Classroom model to help students promote their learner autonomy

V METHODS OF THE STUDY

In this study, I use some research tools to collect and analyze the needed data

Firstly, recording is used to record the process of using digital education tools

in Flipped Classroom model

The second tool used in this study is surveying through Google Forms at the

end of the research to study whether digital education tools used in Flipped Classroom

model is really suitable for them or not.

Surveying through Google Forms is used to know the practical situation of students’ autonomous learning

PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

I Flipped Classroom Model

1 The definition of Flipped Classroom Model

In the traditional classroom model, teachers first explain each topic, and then assign homework

In flipped classrooms, also known as inverted classrooms, students review lecture materials before class as homework In-class time is dedicated to discussions, interactive exercises, and independent work that would have previously been completed at home - all under the guidance of the teacher, who is present and available to respond to any questions that may arise The materials reviewed prior to class can take the form of recorded lectures, curated videos, reading assignments, video broadcasts - any material that the instructor assigns as relevant to the topic at hand

2 Benefits of Flipped Classroom Model

There are many benefits to a Flipped Classroom Including…

* There are no more frustrating, long homework sessions Students have more time for family, friends, play, and extra- curricular activities

* A flipped classroom promotes students’ collaboration and concept mastery

exercises

* Flipping the classroom will create a student-centered environment

* Video lectures are short - typically under ten minutes - keeping students engaged

* Teachers are available for more one-on-one interaction with students in a flipped classroom

* The flipped classroom provides flexibility - everyone works at their own pace

Students take on the responsibility for their learning

II Definition of learner autonomy

Here are a few popular definitions of learner autonomy: Autonomy is an acclimatizing skill that allows learners to build up supportive structures within themselves rather than to have these erected around them (Trim, 1976, cited in Esch, 1996); the ability to take charge of one’s own learning (Holec, 1981); a faculty for disconnection, crucial consideration, decision-making and self-regulating action (Little, 1990); the condition where an individual is completely responsible for all the choices concerned with his learning and the process involved in carrying out those decisions (Dickinson, 1993); the willingness to take control of an individual’s own learning based on his own needs and purposes (Dam, 1995); and the acknowledgment

of the rights of students inside educational systems (Benson, 2001)

III Importance of Autonomy in the Curriculum and EFL settings

Learner autonomy in the setting of EFL would improve metacognitive awareness

on the following aspects: learner’s self-awareness, learning process awareness, subject matter awareness and a deeper social awareness The autonomy in class would eventually lead to a more autonomous and improved quality of life within the classroom environment (Chuck, 2004)

CHAPTER 2: PRACTICAL SITUATIONS

I METHODS OF THE STUDY

The research is done qualitatively in the context of two English classes (Class A1, A2 In this survey, I use the survey through Google Forms for students This survey is designed to collect information for the study on “An investigation into the reality of their autonomous learning without digital tools and flipped classroom model

at Nhu Thanh High School”

II THE REALITY OF STUDENTS’ AUTONOMOUS LEARNING AT NHU THANH HIGH SCHOOL

The whole procedure of teaching and learning is implemented similarly to all students of the class after all of them give consent to be part of the research However, due to the limit of the study, I only focus to collect information from the learning engagement of two classes (A1, A2) during this process as the data for analysis Below is the survey of the practical situation of learner autonomy at Nhu Thanh High School

Survey no.1

Realities of learner autonomy at Nhu Thanh High School.

From the survey number 1, we can see that more than 70% of students surveyed say that they have few chances to communicate in English with others in the

classroom because the time of practice is limited Secondly, the percentage of leaners who suppose that searching information about lessons without digital tools seems to

be limited accounts for 87,9% In term of classroom model, nearly 8 out of every 10 students (about 80%) think that they have little time to put knowledge into practice so that they can improve their communication skills in a traditional class With traditional classroom model, more than 74 % of students agree that they don’t have motivation to regularly prepare the new lessons before the class whereas the number of studious learners only accounts for about one- fifth of surveyed students Moreover, 76,8% of students are not self-motivated and responsible for planning learning, setting goals and selecting learning strategies as well Lastly, 78% of the surveyed pupils agree that they have little freedom to control your learning strategies for the textbook and they seem

to be forced to follow the stages of the lessons if the traditional classroom model is running

CHAPTER 3:

RECOMMENDATIONS

TO PROMOTE THE STUDENTS’ AUTONOMOUS LEARNING

I RECOMMENDATIONS

According to the data analysis from the survey, it can be personally concluded that the most important feature that makes my students to engage more in the real world is the kind of learning activities which forces them to learn through the meaningfulness of tasks

Therefore, I have applied digital education tools in Flipped Classroom model

to help students improve their learner autonomy

Unlike the traditional classroom model, a Flipped Classroom puts students in charge of their own learning By providing lectures online, educators give students the opportunity to learn at their own pace Once a student masters a concept, he can move

on Also, students who need more time to master a concept won’t get left behind

This means that all students are not working on the same area at the same time

in and out of the classroom In the Flipped Classroom environment, the teacher becomes the guide off to the side, acting as more of facilitator, helping and guiding small groups and individuals toward learning success

(Graphics of Flipped classroom model )

Equipping students with the requirements of higher education and holding a career at a young age has become one of the most crucial responsibilities of school education, digital learning solutions based on problem-based learning emphasize on learning methods that are constructive, collaborative and calls the students’ attention

to a real-world approach to learning

With the ongoing employment crisis, it is crucial that if young people are unable

to find jobs, they should have the ability to create their own and ideally even generate jobs for others For this purpose, newer methods of learning and education need to be incorporated into the school curriculums Digital learning tools and technology in elementary, secondary, and high schools prepares students for higher education and modern careers by helping them acquire skills including problem-solving, familiarity with emerging technologies, and self-motivation

Students using digital learning tools, technology and taking flipped class become more engaged in the process and more interested in growing their knowledge base, they may not even realize that they’re actively learning since they’re learning through engaging methods such as peer education, teamwork, problem-solving, reverse teaching, concept maps, gamification, staging, role playing, and storytelling

Since digital learning with flipped classroom model is far more interactive and memorable than voluminous textbooks or one-sided lectures, they provide better context, a greater sense of perspective, and more engaging activities than traditional education methods This allows students to better connect with the learning material Further, they often offer a more interesting and involving way to digest information This is reflected in their retention rates and test scores Also, when students can track their own progress it can improve motivation and accountability

II PRACTICAL SOLUTIONS

1 Digital Education Tools

Using digital tools can help learners develop their language skills To do this as effectively as possible, it's important to understand how exactly the tool can help so they can use it with a clear learning goal in mind

Traditional lectures may still exist along with the new-age learning tools and technology, but the lecture materials should be provided as a supplement to classroom activities and moved online for students to reference outside of the classroom Classroom time is better used for discussing the curriculum, engaging in activities with teams and completing class projects Students often have the option to pace their learning and even study ahead with a digital learning tool if they wish to do so By helping children think outside their typical learning modes, digital learning inspires creativity and lets children feel a sense of accomplishment that encourages further learning

2 Flipped Classroom Model

The flipped classroom is a pedagogical model in which the typical lecture and

homework elements of a course are reversed Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online

or selected from an online repository

Models of Flipped Classrooms:

Standard flipping

Lectures are recorded (either as video or as narrated screencasts) Students are required to watch these lectures as homework and then spend class time to do problem-solving or other highly interactive, structured activities, usually in groups and with guidance from teachers

One-day-a-week flipping

If a standard flip seems overwhelming, or not appropriate for the class, try flipping one lecture a week During class students work in groups to complete tasks where they solve real analytical problems; answers are presented in class and students are asked to correct their own work and reflect on their understanding

Selected-content flipping

Lecturing does not have to be completely eliminated from the class time Instead, be selective and strategic about what the teachers record for students to watch in advance Teachers might record only a subset of lecture materials, and reserve some of the class time for lecturing on advanced topics Are there particular topics or concepts on which students routinely get stuck? Try designing in-class activities around these ideas or concepts Or, consider recording lectures that cover content that’s likely to be reusable

in future semesters, and plan on some in-class micro-lectures covering “hot-off-the-presses” topics, leaving plenty of time for active learning

Flipping without recording video lectures

It’s a common misconception that instructors can only flip if they pre-record their lectures, which admittedly can be a time-consuming process Instructors can, instead, find other ways for students to get content that might typically be delivered in a

lecture: readings can be used, as well as other content such as PowerPoint presentations, podcasts, or videos or animations that others have recorded

Full hybrid flipping

Eliminate some in-class lectures completely and replace those in-class hours with time students are expected to complete online activities, typically watching the lecture

III SOME PRACTICAL EXAMPLES AFTER APPLYING DIGITAL TOOLS IN FLIPPED CLASSROOM MODEL AT NHU THANH HIGH SCHOOL.

Physically, a flipped classroom is the same as a normal classroom But instead

of paying attention to lectures while in class and applying the new knowledge in their homework after school, students will watch ,listen to or read the lectures at home, before the class starts, and use the time in the classroom to do their homework Instead

of telling students what to learn, how to learn, when to learn and how to prove that they learned, teachers support them in becoming self-directed learners

The flipped classroom seems to create a win-win situation for both students and teachers

Digital learning tools and technology fill the gaps where traditional classroom teaching falls behind When implementing the flipped classroom model, teachers prepare videos with their lectures and upload them on the web so that they are available to their students to watch at any time at their own request, no matter where they are This provides students with the advantage to pause, rewind or fast forward the videos according to their differing needs The next day, in class, the teacher discusses with the students, provides clarifications or further information and assigns activities which are personalized according to the students’ needs In this way the time that was needed to conduct the lecture is now available to carry out more engaging activities in the classroom

The following digital tools are frequently used for two classes:

No

.

Digital

tools

1 Virtual

classroom

tools

-Zoom -Google meet -Microsoft teams

The leaders in modern

communications, with

an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems

2 Supporting

tools

-SHub Classroom

SHub Classroom is an application to manage assignments and keep unlimited lectures The application works like a

social network to help teachers and students interact with each other easily and effectively

-Google

forms

Creating online forms and surveys with multiple question types Analyze results in real-time and from any device

training centers, schools digitize exam questions and exercises in 2 minutes

Classdojo Connecting teachers

with students and parents to build amazing classroom communities

Create a positive culture Teachers can encourage students for any skill or value -whether it's working hard, being kind, helping others or something else Give students a voice

Flipgrid It only takes minutes to

get started, spark meaningful discussions, and inspire your learners

to share their voice and creativity

Powtoon Powtoon’s

professionally-designed templates help you create more video &

visual content faster

Prezi According to Prezi,

“creating, giving, and tracking beautiful interactive presentations