Flipped
Classroom Via Whatsapp
Norhayu
binti Norany (PhD.)
IPG Kampus Sultan Abdul Halim
norhayu@ipsah.edu.my
ABSTRAK
Kertas kajian ini menunjukkan potensi melaksanakan flipped
classroom dengan menggunakan WhatsApp. Ini dilakukan sebagai alternatif untuk
menangani masalah kekangan masa dalam menggantikan kuliah apabila para pelajar
menghadiri pelbagai program yang dianjurkan oleh Institut semasa waktu kuliah.
28 orang pelajar TESL di Institut Pendidikan Guru terlibat dalam kajian ini.
Tujuan kajian ialah untuk menilai kebolehlaksanaan flipped classroom dengan
menggunakan WhatsApp sebagai alat pengajaran dan pembelajaran di samping
menilai kelebihan dan kekurangan dalam perlaksanaannya. Kajian ini juga cuba
untuk menukar imej WhatsApp daripada applikasi yang membuat pelajar hilang fokus
dalam kuliah dan tutorial kepada alat yang boleh mengoptimakan pengajaran dan
pembelajaran serta meningkatkan keterlibatan pelajar dalam aktiviti
pembelajaran. Flipped classroom melalui WhatsApp ini dijalankan dalam pengajaran
topik yang luas yang memerlukan 15 jam waktu pembelajaran bersemuka daripada 30
jam waktu pembelajaran bersemuka keseluruhan kursus. Peserta kajian diminta
menulis maklumbalas tanpa menulis nama mereka tentang kelebihan dan kelemahan
Flipped classroom melalui WhatsApp setelah mendapat pendedahan dan pengalaman
menjalani kaedah ini untuk tiga kuliah (6 jam) dan tiga jam tutorial. Analisa tematik berdasarkan
maklumbalas bertulis tersebut dilakukan. Dapatan daripada maklumbalas tersebut
ditrangulasikan dengan markah kuiz dan kerja kursus. Kajian ini menunjukkan kelebihan WhatsApp
sebagai saluran komunikasi dalam melaksanakan flipped classroom dan sebagai
alat yang membantu pembelajaran pelajar. Kesimpulannya, kajian ini menunjukkan kelebihan dan kelemahan dalam pelaksanaan
flipped classroom melalui WhatsApp dan potensinya sebagai alat yang membantu
meningkatkan pembelajaran.
ABSTRACT
This paper showcases the potential of doing flipped
classroom using WhatsApp platform. This was implemented as an option to address
the problem of time constraint in replacing missed classes due to students
attending other programs organised by the institute during class hours. 28 TESL
student teachers in an institute of Teacher Education participated in this study. The aim of the study is to evaluate the
feasibility of implementing flipped classroom using WhatsApp as an educational
tool by assessing its advantages and shortcomings. This study attempts to
reverse the image of WhatsApp as one of the distractions in getting students to
focus on learning, to an educational tool that optimises learning and enhances
students’ engagement. Flipped Classroom
(FC) via WhatsApp (WA) was implemented in teaching a broad topic that requires
15 hours of face-to-face interactions in a subject that requires a total of 30
hours of face-to-face interactions. The participants were asked to provide
anonymous written feedback on the advantages and drawbacks of flipped classroom
via WhatsApp after experiencing it for three parts of lectures on the topic and
three hours of tutorials. Thematic analysis based on the written feedback was
conducted. This was triangulated with students’ performance in a pop quiz and
coursework. The study reveals that the
novelty of this communication channel in conducting flipped classroom can
support learning amongst student teachers involved. At its conclusion, the paper outlines the
advantages and drawbacks for doing flipped classroom using WhatsApp and its
potential as an educational tool that enhances learning.
Keyword: Flipped Classroom, WhatsApp, 21st.
Century Learning
1.0 Introduction
Social
media platforms such as Facebook, Instagram and WhatsApp have brought about
significant changes to our lives especially in the way we communicate with
others. It redefines our relationships with others and it helps in creating a
global community without boundaries. Texting and sharing has become the way of
life nowadays. WhatsApp is getting very popular. Starting with communicating
with our close circle of friends and family in WhatApps groups, we are now in
social and official groups formed at our workplaces. Work-related matters are
discussed and communicated via WhatsApp. The main reason is probably because it
is the most convenient way to communicate virtually; it allows users to send
and receive location information, images, video, audio and text messages in
real-time to individuals and groups of friends at no cost (Church & de
Oliveira, 2013). All one needs is internet
connectivity. Affordable data plan enables many smart phone users to gain
access to internet connectivity including students. This enables educators to interact
with the students via WhatsApp. Information and resources such as learning
materials can be shared via WhatsApp since PDF files, power point presentation
with audio and word documents can be uploaded and shared with a group of
students and lecturers. This study expands the idea of doing flipped classroom
using WhatsApp and explores its potential
as an educational tool.
1.1 The Aim of
the Study
The aim of the study is
to evaluate the feasibility of implementing flipped classroom using WhatsApp as
an educational tool by assessing its advantages and drawbacks.
1.2 Research
Questions:
1.
What
are the advantages of doing Flipped Classroom via WhatsApp (FC via WA)?
2.
What
are the drawbacks of doing FC via WA?
3.
Does
FC via WA enhance students learning?
1.3 Literature Review
1.3.1 Introduction
Virtual classrooms have gradually
taken precedent over face-to-face classroom learning. Our educational setting
has been transformed. Teaching and learning process is done virtually involving
real-time communication. It is not just limited within the four walls of the
classrooms and within the allotted time in the formal timetable anymore. Lectures
are delivered online using numerous available applications and Learning
Management System (LMS). Studies have indicated
that video lectures slightly outperform in-person lectures, with interactive
online videos doing even better (Bishop & Verleger, 2013). That is the beauty of technology and it has become the new
wonder of the world. Educators need to capitalize its beauty in order to stay
relevant amidst the rapid technological advancements.
1.3.2 Flipped Classroom
Flipped classroom is done by inverting traditional
teaching method that involves delivering instruction online outside of class
and moving “homework” into the classroom. Simply
put, moving the more passive elements of learning (watching a lecture, reading
a chapter, etc.) outside of the classroom, so that more time is available for
interactive, hands-on learning. The theoretical foundation of flipped classroom
lies in the broad literature on student-centred learning as in theories of
Piaget 1967 and Vygotsky 1978 (Bishop & Verleger,
2013). There are different levels of cognitive abilities involved in doing
flipped classroom based on the revised Bloom’s taxonomy. Activities that
involve remembering and understanding that are the lowest levels of cognitive
domain are practiced outside the class hour. Whereas the higher forms of
cognitive work, including applying, analyzing, evaluating, and creating are
mobilized during interactive activities in the classroom (Krathwohl &
Anderson, 2010 as cited in Zamzani Zainuddin & Siti Hajar Halil, 2016).
The idea of flipping classroom was first
initiated by two teachers, Jonathan Bergman and Aaron Sams at Woodland Park
High School in Woodland, Colorado in 2007. Flipped classroom was initiated when they discovered
software to record power point presentations. They recorded and posted their
live lectures online for students who missed classes. They were then invited to
speak about their new method in the country and the online lectures started
gaining popularity. Teachers began using online videos and video podcasts after
that to teach students outside class, reserving class time for interactive
activities, collaborative work and concept mastery exercises (https://www.knewton.com/infographics/flipped-classroom/).
Studies
have indicated that the use of FC effectively promotes students’ achievement by
comparing the students’ pre-test and post-test scores (Davies et al., 2013;
Enfield, 2013; Kong, 2014; Talley & Scherer, 2013 as cited in Zamzani
Zainuddin & Siti Hajar Halil, 2016).
In
term of students’ achievement, it was also found that FC is more effective than
traditional classroom (Beapler et al., 2014; Hung, 2015; McGivney-Burelle &
Xue, 2013 as cited in Zamzani Zainuddin & Siti Hajar Halil,
2016). The students have more power over the way and process
by which they study and learn. During lecture, taking down notes while listening to
the teacher is not an easy task. When watching videos at
their own time, the students can pause and write down notes, rewind and
re-watch whenever they need to and this promotes effective learning (McGivney-Burelle & Xue, 2013). Moreover, flipped
classroom fosters students’ motivation to learn (Davies et al, 2013; Kim et
al., 2014; McLaughlin et al; 2014) and it improves students’ self-efficacy for
independent learning (Enfield, 2013). It also increases the students’ self-perceived
knowledge (Galway et al., 2014).
Fulton (2012) states that students learn at
their own pace in the flipped classroom. They do “homework” in class and this gives
the teachers better insight into student difficulties and learning styles. In addition,
the teachers can easily customize and update the curriculum and provide it to the
students 24/7. The classroom time can be used more effectively and creatively.
It was reported that the teachers using the method see increased levels of
student achievement, interest, and engagement. Moreover, the learning theory
supports the new approaches and the use of technology is flexible and
appropriate for 21st century learning.
Herreid and Schiller (2013) surveyed 15,000+
teachers on the implementation of flipped classroom by STEM case study
teachers. They found that two hundred case teachers teach in a flipped
classroom. In addition to the advantages of flipped classroom stated by Fulton (2012),
the teachers found that there is more time to spend with students on authentic
research and students get more time working with scientific equipment that is
only available in the classroom. Another
reason is the students who miss class for debate/sports/etc. can watch the
lectures on the go. Moreover, the method promotes thinking inside and outside
of the classroom. Last but not least, the students are more actively involved in
the learning process and they really like it.
Zamzani Zainuddin & Siti Hajar Halil (2016)
provide some examples of different online platforms used in flipping classroom
such as screencast (Love et. al, 2014); blog (Roach, 2014); WebQuest (Hung,
2015); interactive television (Missildine et al., 2013); YouTube, Google Docs
and Google Hangout (Kim et al., 2014).
1.3.3 Whatsapp
Yeboah & Ewur (2014) in their survey involving 500
tertiary students in Ghana and interviewed 50 of them found that WA consumes a
lot of students study time. Inability to balance online and academic
preparation activities lead to procrastination and lack of focus during
lecture. It also adversely affects the students spelling and sentence
construction.
It is a major distraction to students since it was discovered
by Church & de Oliveira (2013) that
WhatsApp messages are exchanged more often than traditional SMS and they are
more conversational in nature. The WA messages are
used to communicate within social circles and are used more often for
group-based communication.
On a more positive note, Rambe & Chipunza (2013)
found that the students involved in
their study “conceived WhatApps as a lever for bridging access to
peer-generated resources” (p331). The use of WA
heightens on-task behaviour and promotes meaningful context-free learning. Off
campus students’ have the freedom to
access academic content anytime, anywhere regardless of location.
Trenkov (n.d) proves key advantages
of WA in his study.Using WA reduces the need for face-to-face
meetings. It builds
a deeper trust between students and instructor. It also provides
a larger scope of feedback. It offers minute-by-minute
level feedback (with no lag time). In addition, it helps
motivate students better on an on-going bases and it promotes the continuity
of communications even after the course is completed.
Bere (2013)
conducted a study to validate the use of WA involving South African University
students. The students gave positive feedback stating that WA is an easy and
convenient tool to communicate with their teachers and classmates. It provides
a platform for fun, intimate and authentic learning. It also spurs fruitful
discussion on relevant issues in an informal setting.
In a nutshell, the use
of WA as a useful educational tool can set off its drawback in distracting
students from their studies.
1.4 Methodology
This study is qualitative in nature. 28 TESL
student teachers in an Institute of Teacher Education participated in this
study. Flipped Classroom (FC) via WhatsApp (WA) was implemented in teaching a broad
topic that requires 15 hours of face-to-face interactions in a subject that
requires a total of 30 hours of face-to-face interactions.
1.5 Procedures
A lecturer uploaded
the power point slides of lectures with audio (the lecturer explanations and
examples). The
duration of one video is between 10 to 15 minutes. The
students accessed the lecture power point slides and posed questions in real
time. The students could either typed the questions or
recorded the questions orally.The content of lectures and related materials were
shared via Whatsapp. Supplementary materials such as real live examples in the
form of videos and research articles on the topic were also shared. To
ensure effective implementation of FC via WA, classroom tasks that
are highly related to the materials shared via WA were given and students
performance was assessed based on the tasks given.
1.6 Data Collection and Data Analysis
The participants were asked to provide
anonymous written feedback on the advantages and drawbacks of flipped classroom
via WhatsApp after experiencing it for three parts of lectures and tutorials on
the topic. Thematic analysis based on the written feedback was conducted. This
was triangulated with the students’ performance in a pop quiz and a coursework.
1.7 Findings and Discussion
1.7.1 Thematic Analysis of the Anonymous Written
Feedback
Most students that are 90% of them gave favourable feedback
to FC via WA. There are eight themes identified as the following:
Theme 1: More time for interactive activities
in class
Most students responded that doing FC via WA
saves time as they could access the lecture materials during their own free
time. This allows more time for interactive activities in class such as
discussing the topics by asking relevant questions. Below are the verbatim responses
given by the students:
1.
“Fc via WA
saves time since materials and lecture slides delivered earlier”
2.
“It provides
more time to practice, apply and ask questions in class”
3.
“The
lecturer can carry out the activities straight away in class”
4.
“It provides
more time for enrichment activities”
5.
“The class
time can be used to discuss what students don’t understand”
6.
“The
face-to-face time with lecturers can be spent for discussing and asking
questions rather than just listening to lectures”
Theme 2: Learning is interesting, fun and
engaging
Most students stated that doing FC via WA makes
learning more interesting, fun and engaging since the class is more interactive
and students could actively participate in class discussion rather than
passively listening to lectures. These are shown in their verbatim responses as
the following:
1.
“interesting and more interactive in class”
2. “engage students in discussion; enhance
students communication skills in WA”
3.
“fun and
interesting”
4.
“FC is
interesting and new”
Theme 3: Enhance Learning
It is also reflected in the students’ responses
that doing FC via WA can enhance their learning by helping them to understand
the topic better because they can access the materials before class. Moreover,
it makes them become autonomous learners and promotes collaboration among them
since classroom activities involved a great extent of communication and group
work. Below are their responses in the written feedback on the implementation
of FC via WA:
1.
“enhance
students learning – share info via WA”
2.
“promotes
student-centred learning and collaboration”
3.
“good way to
learn”
4.
“helps
enhance understanding on the topic because materials are shared before the
class”
5.
“help
students to have clear picture about lesson”
Theme 4: Preparation before coming to class
Most students like the idea of doing FC via WA
because they could come prepared to class by reading the lecture materials
earlier as reflected in their verbatim responses below.
1.
“have
knowledge about the lesson before class”
2.
“students
can prepare before going to class”
3.
“FC is good.
it prepares students before class”
4.
“students
are prepared before coming to class”
Unfortunately, in real practice, there were a
few students came unprepared since they did not access the materials before the
class. This made them clueless about the relevance of the classroom activities
conducted. Therefore, they did not gain much from the activities. Students who
came prepared were frustrated when some group members had no idea what was
going on in the group discussion and could not contribute much because they had
not accessed the lecture or tutorial materials earlier.
1. “Lack of focus when not monitored (in accessing
the lecture materials via WA)”
2. “students may not access the lecture materials
uploaded in WA before coming to class”
3. “some students did not access the materials
before class”
4. “Students don’t do pre-class tasks will come to
class knowing nothing”
5. “relies on before class preparation and trust
(some students may not come prepared to class)”
6. “some people seldom check phones so they miss a
lot and come to class unprepared”
7. “some students may not access the lecture
materials before class”
8. “some students did not read the materials
before class”
Theme 5: Accessible Anytime, Anywhere
Many students think that doing FC via WA is
very convenient because they can access the materials anytime, anywhere as
shown in their responses below:
1.
“the lecture
materials are accessible anytime anywhere”
2.
“reduces
pressure since students can access the materials anytime anywhere at their
comfort”
3.
“can learn
anywhere and anytime”
4.
“easy access
and flexible (anytime, anywhere)”
5.
“students
can access materials anytime”
6.
“I can
access lecture materials at my own comfort”
Theme 6: Students Preference to FC
Most
students said that they prefer doing FC rather than going through the
conventional classroom (CC). They hope there is more FCs in the future. These
are reflected in their feedback below:
1.
“FC is way
more effective than Conventional Classroom”
2.
“prefer FC
to CC in future”
3.
“successful
this first time”
4.
“FC is
effective to some extent”
However, one student states
that “some students prefer face to face
interactions for better guidance and explanations” and another student
pointed that if “done continuously it
(FC) may lose its sizzle”.
Theme 7: Whatsapp as a
good educational tool
The students also gave
positive responses about using WA in doing FC as the following:
1.
“can ask
questions through WA”
2.
“systematic
as media, videos & materials uploaded onto the same medium”
3.
“get input
online and can ask questions via WA”
Theme
8: Internet Access/Connectivity
The main
problem in doing FC via WA is the cost of the internet access and its strength.
The internet access in the campus poses major problem because of the erratic connectivity.
Due to this, the students are subscribing to other internet providers using
their own money.
1.
“usage of
internet data (cost); not all students can afford it”
2.
“foresee may
face problem to access materials via WA due to technological issue”
3.
“problem of
internet access among students”
1.7.2 The Pop Quiz
The students’ anonymous written feedback was triangulated
with their performance in a pop quiz conducted in class. The quiz consists of
20 multiple-choice questions that are highly related to the materials shared
via WA. The rationale for administering the quiz is to assess students’
understanding and to check whether they really accessed and read the materials
before class. The marks are not included in the overall course grading process.
The results showed that 69% of them passed and 31% failed.
Table
1: Pop Quiz
Grade
|
Percentage
|
A
|
11
|
B
|
12
|
C
|
19
|
D
|
27
|
F
|
31
|
Total
|
100
|
Figure
1: Pop Quiz
1.7.3 The Coursework
For the coursework, students were required to produce an
academic writing about the selected strategies taught in the topic by referring
to various sources. The marks were included in the overall grading process of
the course. The students did well in accomplishing the task. 46% of the
students scored A and another 46% got B. Only 7% got C and none of them failed.
Table
2: Coursework
Grade
|
Percentage
|
A
|
46
|
B
|
46
|
C
|
7
|
Total
|
100
|
Figure 2: Coursework
1.8 Discussion
In this
study, implementing FC via WA proves to be beneficial to the students as reflected
in the favourable feedbacks given and the students’ performance in the pop quiz
and coursework. However, it involves a great amount of preparation on the part
of the lecturer. The lecture slides need to be recorded with audio and uploaded
to WA. Supplementary materials such as videos and articles were also provided
to ensure students’ good understanding of the topic. The classroom tasks need to be highly related
to the materials uploaded as a way to ensure that the students read and listen
to them before class. The lecturer also needs to strategize ways to ensure
students active participation in the classroom by planning and doing fun,
challenging and engaging tasks.
Doing
flipped classroom increases students’ workload. They need to access the materials
before class and do some mental work in comprehending the materials. These
require them to sacrifice some of their free time. Hence, flipped classroom
works best for highly motivated students with good metacognitive skills. If
they do not possess high self-motivation, they will not do the needful
preparations before the class and this adversely affects the effectiveness of
doing FC via WA.
Another
obstacle in fully implementing FC via WA in conducting the course is the
requirement mandated by the ISO. The course requires 30 hours of face-to-face
interactions and this need to be fulfilled to meet the ISO requirements. The
allowance for non face-to face interaction is 50% of the whole interaction hours.
This requirement must be strictly adhered to, as the course implementation will
be audited at the end of the semester.
1.9 Conclusion
In conclusion, FC via WA is beneficial in enhancing students
learning despite a few drawbacks in implementing it. It is convenient and it
helps to foster students’ higher order thinking skills. It promotes autonomous
learning and collaboration among students. It is 21st century
learning where learning is no longer confined to the four walls of a classroom
and within limited classroom timetable. Teachers’ role has also been shifted
from being the sole authority figure in the classroom to a catalyst in
knowledge acquisition.
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