1. Kerry Pusey, Evelyn Doman, and Marie Webb University of Macau English Language Centre

2.  What is a “flipped classroom?”  Motivation for study  Description of the study  Video examples  Discussion  Conclusions, implications, and recommendations

3.  An inverse classroom  All homework is done in class; all classwork is done at home

4.  Role of technology at our institution  Popular discourse on flipping  Literature in flipped research is lacking and even less in the ESL/EFL context  Few studies are actual experimental or quasi- experimental studies (Bishop & Verleger, 2013)

5.  A flipped class allows ◦ more time for student engagement with materials ◦ teacher to answer more questions ◦ online materials and videos to be accessed 24/7 ◦ more individualized instruction

6.  A university in Macao, China  High-intermediate integrated skills course  Required General Education English course  Experimental group (flipped): 4 classes  Control group (non-flipped): 2 classes  4 different teachers

8. For this study, the following research questions were addressed: RQ1: Do students prefer flipped over traditional (i.e., non-flipped) classes? RQ2: Which teaching methods do students believe are more effective for learning?

9. RQ3: What are students attitudes towards using online materials? RQ4: How does flipping the EFL classroom change the dynamics of teacher-student and student-student interaction?

10.  All first or second year students  Experimental group: N=69  Control group: N=47  94% from Macao or Mainland China

11. Class Number of Students Average Age Gender M/F Macau Mainland China Hong Kong TaiwanPortugalCanada Flipped 201811/92170001 Front- Flipped 15195/10870000 Back- Flipped 341811/2319140100 Non- Flipped 471910/3715254030 Total11618.537/7940%54%2.5%.05%2.5%.05%

12. The data for this study consisted of:  Survey 1 at midterm  Survey 2 at end of course ◦ Surveys developed by teachers/researchers ◦ Administered online (through Survey Monkey)  Classroom observations  Teachers’ reflections

13.  Initially planned to flip entire classes, but later decided to only flip certain modules (for practical reasons)  Modules selected based on predicted amount of teacher-fronted instruction required

14.  Over time, flipped students were satisfied with the flipped approach (RQ1).

15.  Students believed teacher-centered instruction was most effective for learning. (RQ2).

16.  Students in the flipped classes wanted more online instruction than non-flipped (RQ3).

17.  More student responsibility, less teacher instruction in-class. More student-student interaction (RQ4).

18.  Over time students in the flipped classes became more comfortable with online instruction.

19.  Most students enjoyed using Moodle to submit online assignments and to take quizzes/tests

20. Here is 1 video sample of what our flipped classrooms looked like.

21.  More preparation time for the teacher  Students must be trained to use new technology  Students may initially feel that they have more work outside of class  Technical problems are common  Availability of resources

22.  “Instructional support materials that will be used by students remotely (or online) should be well thought out, designed and prepared well in advance of the start of a semester.” ◦ Teacher from a flipped classroom  “I could tell that the students weren’t interested in the flipped model initially. However, after the 7 th week I began to see a change in my students’ attitudes.” ◦ Teacher from a flipped classroom  “During the end of the semester especially, I really wished a lot of the assignments (descriptions, rubrics and grading criteria, examples of model work, etc.) were explained online (i.e., “flipped”) in order to save class time.” ◦ Teacher from a non-flipped classroom

23.  Use technology purposefully  Don’t feel obligated to flip entire class  Take it one step at a time when flipping ◦ Consider how students respond, and adjust lessons accordingly  Collaborate and recycle/reuse content whenever possible

25. 1. Baranovic, K. 2013. Flipping the First-Year Composition Classroom: Slouching Toward the Pedagogically Hip. 2. Berrett, D. 2012. How “Flipping” the Classroom Can Improve the Traditional Lecture. Education Digest: Essential Readings Condensed for Quick Review 78(1), 36-41. 3. Bishop & Verleger, 2013.The Flipped Classroom: A Survey of the Research. 120 th American Society of Engineering Education Annual Conference & Exposition, Atlanta, June 23-26. 3. Butt, A. 2014. Student Views on the Use of a Flipped Classroom Approach : evidence from Australia. Business Education & Accreditation, 6 (1), 33-43. 5. Hughes, H. 2012. Introduction to Flipping the College Classroom. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2434-2438).