Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Empowering learning: the crucial role of teacher support
in the flipped classroom
Aybolgan BORASHEVA
Nukus State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received December 2023
Received in revised form
10 December 2023
Accepted 25 January 2024
Available online
25 February 2024
This article explores the importance of teacher support in
maximizing the benefits of the flipped classroom model. The
flipped classroom approach involves moving direct instruction
outside of the class via prerecorded lectures and devoting class
time to hands-on activities and collaborative work. The article
first defines teacher support in the flipped classroom,
highlighting the teacher
’
s changed role from content provider to
facilitator of active learning. It then outlines various forms of
support like teacher-student interaction techniques and peer
learning strategies. Next, the benefits of teacher support are
discussed, including enhanced understanding, accountability,
and a collaborative learning environment. Strategies for
effective support are presented, such as establishing principles
for flexible learning and clear expectations. However, challenges
in implementation like workload and access issues are
acknowledged. In conclusion, the flipped classroom holds
promise when implemented well, and teacher guidance is
paramount to maximizing its potential. Further strategies and
customized models warrant exploration to address limitations.
With best practices evolving, improved student experiences and
success can be realized through supported flipped learning.
2181-3663
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss1-pp87-95
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
flipped classroom,
teacher support,
active learning,
collaborative learning,
facilitating discussions,
feedback.
1
PhD Student, Nukus State Pedagogical Institute. E-mail: a.borasheva@ndpi.uz
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
1 (2024) / ISSN 2181-3701
88
O
‘
rganish imkoniyatlarini kengaytirish: teskari sinfda
o
‘
qituvchini qo
‘
llab-quvvatlashning hal qiluvchi roli
ANNOTATSIYA
Kalit so‘zlar
:
o
‘
zgartirilgan sinf,
o
‘
qituvchini qo
‘
llab-
quvvatlash,
faol o
‘
rganish,
hamkorlikda o
‘
rganish,
muhokamalarni
osonlashtirish,
fikr-mulohaza.
Ushbu maqola teskari sinf modelining afzalliklarini
maksimal darajada oshirishda
o‘
qituvchilarni q
o‘
llab-
quvvatlash muhimligini
o‘
rganadi. Sinfda
o‘
zgaruvchan
yondashuv oldindan yozib olingan ma
’
ruzalar orqali t
o‘g‘
ridan-
t
o‘g‘
ri
o‘
qitishni sinfdan tashqariga k
o‘
chirishni va dars vaqtini
amaliy mash
g‘
ulotlarga va hamkorlikda ishlashga ba
g‘
ishlashni
o‘
z ichiga oladi. Maqolada birinchi navbatda
o‘
qituvchining
o‘
zgargan roli kontent ta
’
minotchisidan faol
o‘
rganishga yordam
beradigan sinfda
o‘
qituvchining yordami ta
’
riflanadi. Keyin u
o‘
qituvchi va
o‘
quvchi
o‘
rtasidagi
o‘
zaro ta
’
sir qilish usullari va
tengdoshlarni
o‘
rganish strategiyalari kabi turli xil q
o‘
llab-
quvvatlash shakllarini belgilaydi. Keyinchalik,
o‘
qituvchilarni
q
o‘
llab-quvvatlashning afzalliklari, jumladan, yaxshilangan
tushunish, javobgarlik va hamkorlikdagi
o‘
quv muhiti
muhokama qilinadi. Moslashuvchan
o‘
rganish va aniq taxminlar
tamoyillarini
o‘
rnatish kabi samarali q
o‘
llab-quvvatlash
strategiyalari taqdim etilgan. Biroq, ish yuki va kirish
muammolari kabi amalga oshirishdagi qiyinchiliklar tan
olingan. Xulosa qilib aytadigan b
o‘
lsak, a
g‘
darilgan sinf yaxshi
amalga oshirilganda va
’
da beradi va
o‘
qituvchining y
o‘
l-
y
o‘
riqlari uning imkoniyatlarini maksimal darajada oshirish
uchun muhimdir. Q
o‘
shimcha strategiyalar va moslashtirilgan
modellar cheklovlarni hal qilish uchun kashfiyotni kafolatlaydi.
Eng yaxshi amaliyotlar rivojlanib borayotganligi sababli,
talabalar tajribasini yaxshilash va muvaffaqiyatni q
o‘
llab-
quvvatlanadigan teskari ta
’
lim orqali amalga oshirish mumkin.
Расширение возможностей обучения: решающая роль
поддержки учителя в «перевернутом классе»
АННОТАЦИЯ
Ключевые слова:
перевернутый класс,
поддержка учителя,
активное обучение,
совместное обучение,
содействие дискуссиям,
обратная связь.
В этой статье исследуется важность поддержки
учителей для максимизации преимуществ модели
перевернутого класса. Подход «перевернутого класса»
предполагает перемещение прямого обучения за пределы
класса посредством заранее записанных лекций и
посвящение времени практическим занятиям и совместной
работе. В статье сначала определяется поддержка учителя
в перевернутом классе, подчеркивая изменение роли
учителя от поставщика контента к посреднику активного
обучения. Затем в нем описываются различные формы
поддержки, такие как методы взаимодействия учителя и
ученика и стратегии взаимного обучения. Далее
обсуждаются преимущества поддержки учителей, включая
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улучшенное
понимание,
подотчетность
и
среду
совместного
обучения.
Представлены
стратегии
эффективной поддержки, такие как установление
принципов гибкого обучения и четких ожиданий. Тем не
менее, признаются проблемы реализации, такие как
проблемы с рабочей нагрузкой и доступом. В заключение
отметим,
что
перевернутый
класс
является
многообещающим, если его правильно реализовать, и
руководство учителя имеет первостепенное значение для
максимизации его потенциала. Дальнейшие стратегии и
индивидуальные
модели
требуют
изучения
для
устранения ограничений. По мере развития лучших
практик улучшение опыта учащихся и их успех могут быть
достигнуты посредством поддерживаемого перевернутого
обучения.
INTRODUCTION
The flipped classroom model has gained significant attention in recent years as an
innovative approach to teaching and learning. In this model, traditional classroom
activities, such as lectures, are moved outside of class time, typically in the form of pre-
recorded videos or online resources. This allows students to engage with the content at
their own pace and frees up valuable in-class time for more interactive and collaborative
activities (Bergmann & Sams, 2012).
While the flipped classroom model has proven to be effective in promoting student
engagement and active learning, the role of teacher support cannot be underestimated.
The success of the flipped classroom depends largely on the level of guidance and
assistance provided by the teacher throughout the learning process. Teacher support
encompasses various elements, including facilitating discussions, providing clarifications,
and offering timely feedback (Tucker, 2012).
Research on flipped classrooms is still ongoing, and evidence of their effectiveness
is still being gathered (Kurihara, 2016)
The purpose of this article is to explore the crucial role of teacher support in
maximizing the benefits of the flipped classroom model. By examining the impact of
teacher involvement, the article aims to shed light on the importance of active teacher
presence in guiding students' learning journeys. Additionally, this article will provide
practical strategies and recommendations for educators to enhance their support and
interaction with students in a flipped classroom environment. Through this exploration,
we aim to contribute to the ongoing conversation on effective instructional practices in
the modern educational landscape.
The flipped classroom model is an instructional approach that involves students
engaging in self-study of learning materials outside of class, followed by in-class activities
that focus on applying and practicing the newly acquired knowledge. This approach aims
to shift the traditional lecture-based teaching to a more student-centered and active
learning environment (Cherrez & Nadolny, 2023). In a flipped classroom, students have
the opportunity to preview and acquire new knowledge independently, allowing them to
come to class prepared for more interactive and collaborative activities (Hung, 2017).
The use of technology, such as digital videos and web-based tools, plays a significant role
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и лингводидактика
–
Foreign Linguistics and Linguodidactics
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1 (2024) / ISSN 2181-3701
90
in facilitating the implementation of the flipped classroom approach (Du, 2018).
Research suggests that the flipped classroom can enhance students' academic
performance, participation levels, and learning attitudes (Kurihara, 2018). However, it is
important to note that the effectiveness of the flipped classroom may vary depending on
the specific educational context and the way it is implemented (Iborra et al, 2017).
Teacher support is crucial in the flipped classroom as it helps students navigate the
self-study phase and ensures their success in the in-class activities. Teachers play a key
role in guiding students through the pre-class materials, and providing explanations,
clarifications, and additional resources when needed (Cherrez & Nadolny, 2023). They
can also address any misconceptions or difficulties that students may encounter during
their independent study, offering personalized support and feedback (Hung, 2017). In the
in-class phase, teachers facilitate discussions, provide guidance, and offer further
explanations to deepen students' understanding (Du, 2018). They can also assess
students' progress and adjust their instruction accordingly (Köroğlu & Çakır, 2017).
Additionally, teacher support helps create a supportive and collaborative learning
environment, where students feel comfortable seeking help and engaging in meaningful
interactions with their peers and the teacher (Kurihara, 2018). Overall, teacher support is
essential in ensuring that students effectively engage with the flipped classroom model
and achieve their learning goals.
The role of teacher support in the flipped classroom has been a topic of interest in
previous studies. Research has shown that teacher support plays a crucial role in the
success of the flipped classroom approach. Teachers in the flipped classroom are no
longer just content providers, but they also need to support students' analysis and
mastery of the material (Hung, 2017). This involves instructing at higher levels of
Bloom's taxonomy, uncovering students' misunderstandings, correcting misconceptions,
and answering students' questions (Du, 2018). However, it is important to note that the
acceptance of the flipped classroom among students has been mixed, possibly due to the
new expectations placed on them (Kurihara, 2018). Flipped classrooms rely heavily on
learner preparation, and not all learners may learn positively in this approach (Iborra et
al, 2016). Therefore, teacher support becomes crucial in addressing the challenges and
concerns that students may have in the flipped classroom (Clark et al, 2016).
I. Understanding Teacher Support in the Flipped Classroom
Teacher support in the flipped classroom refers to the change in the faculty
member's role from being a content provider to becoming a supporter of students'
analysis and mastery of the material (Hung, 2017). In the flipped classroom, teachers are
no longer delivering lectures but instead focus on facilitating active learning, peer
learning, and problem-solving activities during class time (Du, 2018). They play a crucial
role in uncovering students' misunderstandings, correcting misconceptions, and
answering students' questions (Kurihara, 2016). The flipped classroom approach places
more responsibility on the students and expects them to participate actively in their
learning process (Iborra et al, 2017). Teachers provide guidance and support to help
students engage with the new materials outside of class and effectively apply their
knowledge during in-class activities (Clark et al, 2016). The goal of teacher support in the
flipped classroom is to create an environment that fosters student-centered learning and
promotes a deeper understanding of the subject matter.
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Teacher support can take different forms in the classroom. One form is the
teacher-interaction technique, where the teacher assesses students' prior knowledge and
adjusts instruction and feedback based on their responses (Kent, 2019). This technique
reflects a traditional classroom model where the teacher leads the discussion and
engagement with students. However, this model has been criticized for being teacher-
centered and limiting student interaction and knowledge construction. Another form of
support is the peer-interaction technique, where students discuss peer responses before
providing a rationale for the correct answer. This promotes student-student engagement
and discussion, leading to increased opportunities for L2 output and interaction (Hung,
2017). Peer-focused learning has been shown to enhance reading achievement, reading
motivation, and critical thinking skills. However, peer-focused learning is often limited to
oral conversational tasks and is rarely implemented alongside the use of an SRS system
in language classrooms.
II. Benefits of teacher support for students in the flipped classroom
One of the key advantages of teacher support in the flipped classroom is the
enhanced learning experience it offers to students. Research has shown that when
teachers actively engage with students during the out-of-class content consumption
phase, it leads to increased understanding and retention of the material (Strayer, 2012).
By providing clarifications, answering questions, and offering guidance, teachers can
address students' individual learning needs and ensure comprehension of the concepts
being taught (Bishop & Verleger, 2013). Moreover, teacher support fosters a sense of
accountability and motivation among students, as they feel supported and encouraged
throughout their learning journey (Baker, 2014). This personalized attention from
teachers plays a critical role in reducing student anxiety and increasing their confidence
in tackling challenging topics (McLaughlin et al., 2016). Overall, the presence of teacher
support in the flipped classroom model contributes to improved student engagement,
deeper understanding, and better academic outcomes.
In addition to the benefits mentioned earlier, teacher support in the flipped
classroom also promotes active student participation and collaboration. By actively
engaging with students during in-class activities, teachers can facilitate discussions,
encourage peer interactions, and foster a collaborative learning environment (Herreid &
Schiller, 2013). This not only enhances students' critical thinking and problem-solving
skills but also promotes a deeper understanding of the subject matter through peer-to-
peer interaction (Tune et al., 2013).
Furthermore, teacher support in the flipped classroom allows for timely feedback,
which is crucial for student progress and growth. Teachers can provide formative
feedback during in-class activities, identify misconceptions, and guide students toward
the correct interpretation of concepts (Tucker, 2012). This immediate feedback loop
helps students identify and address their learning gaps, leading to continuous
improvement.
Moreover, teacher support in the flipped classroom can help foster a positive and
supportive learning environment. When teachers actively engage with students, it
creates a sense of connectedness and promotes a positive teacher-student relationship
(Strayer, 2012). This rapport and trust between teacher and student can have a
significant impact on student motivation, satisfaction, and overall well-being.
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III. Strategies for Providing Effective Teacher Support in the Flipped Classroom
Effective teacher support in the flipped classroom can be provided through various
strategies.
Creating a supportive classroom culture involves implementing the F-L-I-P
principles. The F principle focuses on providing a flexible language learning environment,
where students can watch online videos at their own pace and convenience (Chang &
Bangsri, 2020). The L principle emphasizes the importance of a language learning
culture, where both teachers and students actively interact using a Student Response
System (SRS) to enhance language use and foster deeper learning (Hung, 2017). Lastly,
the I principle highlights the need for intentional linguistic content, where students
complete pre-class assignments to preview and prepare for class, and engage in
summative assessments to review and assess their mastery of the learning content.
By implementing these principles, teachers can create a supportive classroom culture
that promotes active engagement, flexibility, and intentional learning.
Providing clear instructions and expectations is an important aspect of flipped
learning. It is crucial to prepare students for the flipped learning method by clarifying
and emphasizing expectations, including video watching (Clark et al, 2016). In addition,
providing video "lecture" notes can help students understand the content better and
ensure that they have access to the necessary resources. It is also important to ensure
that the videos are available in advance for students, allowing them to plan their time
effectively and avoid any last-minute rush. By following these steps, instructors can
provide clear instructions and expectations to students, setting them up for success in the
flipped learning environment.
Collaborative learning can be encouraged through various techniques and
methods. One effective approach is the use of teacher-interaction and peer-interaction
techniques in the classroom (Kent, 2019). These techniques promote engagement and
active participation among students, allowing them to learn from each other and work
together towards a common goal. Another way to foster collaborative learning is through
the integration of technology, such as a Student Response System (SRS), alongside
teacher- and peer-interaction techniques (Kurihara, 2016). This combination can
enhance student engagement and facilitate effective communication and collaboration
among students. Additionally, incorporating active learning techniques and a structured
questioning process can further encourage collaborative learning. By providing
opportunities for students to actively engage with the material and interact with their
peers, collaborative learning can be fostered in the classroom.
IV. Impact of Teacher Support on Student Learning in the Flipped Classroom
Teacher support has a positive influence on student learning (Chang & Bangsri,
2020). Studies have shown that teacher instruction and support contribute to students'
reading comprehension and social achievements (Kent, 2019). The quality of teacher-
student social interaction is related to students' academic and social success (Hung,
2017). Actively developing the relationship between students and teachers enhances
students' social synchrony, emotional harmony, and learning opportunities. Effective
teaching depends on the quality of teachers, including their social and emotional abilities,
classroom management, and development support. Additionally, peer-focused learning,
where students engage in peer interaction and discussion, has been found to improve
student learning and promote reading achievement. Implementing a student response
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system (SRS) alongside peer-focused learning can further enhance language learning and
foster deeper learning experiences. Therefore, teacher support and peer interaction are
crucial factors in promoting student learning and academic success.
V. Challenges and Limitations of Providing Teacher Support in the Flipped
Classroom
Several studies have shed light on the limitations of the flipped classroom
approach. One common challenge identified is the higher workload for both teachers and
students. In addition, limited access to reliable internet service has been a significant
barrier to implementing the flipped classroom effectively. Another study found that
increased workload and a preference for face-to-face learning were drawbacks of the
flipped classroom, along with a lack of ICT resources and difficulty accessing learning
materials (Suparman, 2023).
Moreover, the lack of knowledge and skills in using digital tools and online
platforms has hindered the successful implementation of the flipped classroom. Issues
with internet connectivity and poor network connection at home have further added to
the challenges faced by both teachers and students (Suparman, 2023). Negative impacts
on preparation, participation, motivation, and learning confidence have also been
reported in the context of the flipped classroom (Aidoo et al, 2022).
Aidoo et al (2022) identified several challenges, including ensuring that students
learn before class and managing in-class learning for students with different levels of
preparation. Developing appropriate resources for self-learning and providing additional
learning support outside of class have also posed difficulties. Wang & Qi (2018)
highlighted challenges for teachers in assessing students' understanding of video content
and the need for strategies to deepen discussions in flipped classrooms. Limited learning
time outside of class and the need for careful balancing of educational goals, content, and
evaluation in lesson design were also noted (Iwasaki, 2017).
CONCLUSION
While the flipped classroom model holds promise for promoting active learning in
innovative ways, this article has highlighted some of the challenges in implementing it
effectively. No instructional approach is without limitations, and the flipped classroom is
still evolving. However, with proper teacher support structures in place, many of the
challenges can be mitigated.
Overall, the literature demonstrates that teacher involvement plays a pivotal role
in contributing to student success in the flipped classroom. By setting clear expectations,
addressing learner needs, facilitating collaborative activities and providing timely
feedback, teachers can help optimize learning experiences for students. Their guidance is
essential in navigating the transition to self-directed study and ensuring students engage
meaningfully with pre-class content.
Looking ahead, further research on different models of delivering teacher support
could offer valuable insights. Exploring features like one-on-one check-ins, small group
discussions and tutorial videos may help address preparation challenges. Adjusting
expectations based on subject areas and class levels could also enhance implementation.
Educators continuing to reflect on best practices will strengthen the approach.
With careful planning and the right support structures, the flipped classroom
shows promise as a tool to boost higher-order thinking skills and foster ongoing learning.
As digital landscapes evolve rapidly, flexible models adapting instruction to new contexts
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will be important. Overall, leveraging technology need not come at the cost of personal
connections
–
teacher involvement can help maximize student success in any
environment.
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https://doi.org/10125/44641.
