Abstract
Online videoconferencing has become very popular after the pandemic ravaged the globe. It's exciting to imagine webinars in flipped classes. Webinars contain speeches from experts on many topics. Weekly webinars will be held with a different theme set before the beginning of the semester, encouraging students to share and discuss their experiences with teachers of different majors from faculty. This article recorded a webinar for graduate students in an educational technology subject. Through interviews with participants and classroom observation, the process of course organization and the experience of learners in this case are analyzed. In webinar classes that take the flipped classroom approach, qualitative research methodologies are used to analyse the learner experience and the process of implementing the curriculum. The webinar displays emerging technologies. Before each class, different tasks are assigned to each group. The course model is a blend of flipped classrooms and webinars. It not only encourages several kinds of participation in the course but also promotes a deeper understanding of the course content. The teacher performs a supportive role throughout the entirety of the course and provides a webinar platform for students, a moderator position, a roundtable session, and a poster type of assignment feedback. Participation before and after class exemplifies the implementation of flipped classrooms in higher education best practices.
Author Information
Yufan Zhang, University Putra Malaysia, Malaysia
Nurul Nadwa Binti Zulkifli, Universiti Putra Malaysia
Paper Information
Conference: SEACE2023
Stream: Learning Experiences
This paper is part of the SEACE2023 Conference Proceedings (View)
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To cite this article:
Zhang Y., & Zulkifli N. (2023) Webinar Integration Within the Flipped Classroom Instructional Strategies From Learners’ Perspectives ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings (pp. 651-659) https://doi.org/10.22492/issn.2435-5240.2023.53
To link to this article: https://doi.org/10.22492/issn.2435-5240.2023.53
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