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Switching to online learning: Using the flipped learning approach to deliver pre-sessional EAP remotely

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Switching to online learning: Using the flipped learning approach to deliver pre-sessional EAP remotely. / Hudson, Jolanta.
In: GiLE Skills Development Journal, Vol. 2, No. 1, 13.05.2022, p. 79-89.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Hudson, J 2022, 'Switching to online learning: Using the flipped learning approach to deliver pre-sessional EAP remotely', GiLE Skills Development Journal, vol. 2, no. 1, pp. 79-89. https://doi.org/10.52398/gjsd.2022.v2.i1.pp79-89

APA

Hudson, J. (2022). Switching to online learning: Using the flipped learning approach to deliver pre-sessional EAP remotely. GiLE Skills Development Journal, 2(1), 79-89. https://doi.org/10.52398/gjsd.2022.v2.i1.pp79-89

Vancouver

Hudson J. Switching to online learning: Using the flipped learning approach to deliver pre-sessional EAP remotely. GiLE Skills Development Journal. 2022 May 13;2(1):79-89. doi: 10.52398/gjsd.2022.v2.i1.pp79-89

Author

Hudson, Jolanta. / Switching to online learning : Using the flipped learning approach to deliver pre-sessional EAP remotely. In: GiLE Skills Development Journal. 2022 ; Vol. 2, No. 1. pp. 79-89.

Bibtex

@article{e7c9d69455dc4c439ba5ca1d551d6fda,
title = "Switching to online learning: Using the flipped learning approach to deliver pre-sessional EAP remotely",
abstract = "This small-scale study investigates how the flipped approach to learning helped a UK university teaching team deliver the Pre-sessional English for Academic Purposes (EAP) course remotely during the pandemic. The study draws on the theoretical framework of the flipped approach to learning to explore the use of the approach in the Higher Education (HE) context. The study suggests that the flipped approach to learning may be helpful in the delivery of pre-sessional EAP courses remotely as it offers students opportunities to engage in communicative activities and encourages independent learning and autonomy, both of which are key practices in EAP. However, teachers may find the approach challenging if they cannot monitor students{\textquoteright} work or connect with them while completing the flipped activities. Only a few studies have focused on this issue to date. Further research involving more teachers and students is recommended to provide additional insights on this aspect of teaching remotely.",
keywords = "EAP, flipped learning, remote teaching, HE",
author = "Jolanta Hudson",
year = "2022",
month = may,
day = "13",
doi = "10.52398/gjsd.2022.v2.i1.pp79-89",
language = "English",
volume = "2",
pages = "79--89",
journal = "GiLE Skills Development Journal",
issn = "2732-3781",
publisher = "GiLE Foundation",
number = "1",

}

RIS

TY - JOUR

T1 - Switching to online learning

T2 - Using the flipped learning approach to deliver pre-sessional EAP remotely

AU - Hudson, Jolanta

PY - 2022/5/13

Y1 - 2022/5/13

N2 - This small-scale study investigates how the flipped approach to learning helped a UK university teaching team deliver the Pre-sessional English for Academic Purposes (EAP) course remotely during the pandemic. The study draws on the theoretical framework of the flipped approach to learning to explore the use of the approach in the Higher Education (HE) context. The study suggests that the flipped approach to learning may be helpful in the delivery of pre-sessional EAP courses remotely as it offers students opportunities to engage in communicative activities and encourages independent learning and autonomy, both of which are key practices in EAP. However, teachers may find the approach challenging if they cannot monitor students’ work or connect with them while completing the flipped activities. Only a few studies have focused on this issue to date. Further research involving more teachers and students is recommended to provide additional insights on this aspect of teaching remotely.

AB - This small-scale study investigates how the flipped approach to learning helped a UK university teaching team deliver the Pre-sessional English for Academic Purposes (EAP) course remotely during the pandemic. The study draws on the theoretical framework of the flipped approach to learning to explore the use of the approach in the Higher Education (HE) context. The study suggests that the flipped approach to learning may be helpful in the delivery of pre-sessional EAP courses remotely as it offers students opportunities to engage in communicative activities and encourages independent learning and autonomy, both of which are key practices in EAP. However, teachers may find the approach challenging if they cannot monitor students’ work or connect with them while completing the flipped activities. Only a few studies have focused on this issue to date. Further research involving more teachers and students is recommended to provide additional insights on this aspect of teaching remotely.

KW - EAP, flipped learning, remote teaching, HE

U2 - 10.52398/gjsd.2022.v2.i1.pp79-89

DO - 10.52398/gjsd.2022.v2.i1.pp79-89

M3 - Journal article

VL - 2

SP - 79

EP - 89

JO - GiLE Skills Development Journal

JF - GiLE Skills Development Journal

SN - 2732-3781

IS - 1

ER -