Abstract
The study aimed to investigate whether combining DLPs and flipped classrooms could help English teachers improve grammar and meet communication and social needs during the pandemic.
An extensive online literature search found no research on integrating DLP (combined with flipped classrooms) in teaching English grammar in higher education. Coincidentally, the project "Sustainable Integration of Digital Teaching/Learning Concepts" (InDiKo) started at the Pädagogische Hochschule Karlsruhe shortly after the Covid outbreak. The goal of InDiKo was to foster, develop and enhance the digital literacy of future teachers by integrating digital teaching and learning concepts into teaching.
English focuses on developing the media-didactic competencies of pre-service teachers while measuring their developing grammatical knowledge. Our study is based on data from the seminar "Development of Media Literacy Skills: LPs & Digital Storytelling for Teaching English Grammar".
The English Department chose Remote Synchronous Delivery in combination with the flipped classroom method. We used the BigBlueButton video conferencing platform for the synchronous lessons, the Stud IP virtual learning environment for the asynchronous DLPs (courseware), and our own Learning Management System Innovation Space to create the DLPs. Asynchronous sessions include DLPs focused on grammar. Synchronous sessions involve the teacher answering questions and discussing previous/new material. Students could use timed virtual breakouts to discuss and return to share ideas and conclusions.
The grammar part focuses on the most difficult grammar topics for German English learners. An online grammar pre-test determines the choice of topics, while an online post-test measures learning progress. Reflection is another important aspect, as students reflect on the grammar DLPs they engage with. We chose a mixed methods research design in order to reach a more robust conclusion. We wanted to find out what views students held (quantitatively) and why (qualitatively). Data was collected using a post-grammar test and an online course evaluation questionnaire with a mix of closed and open-ended questions. There were 29 participants in total. The results showed that 90% of the participants improved their grammar knowledge and 85% confirmed that they had benefited from a seminar that involved continuous reflection and a plausible relationship between technology and pedagogy.
Abstract Summary
The study aimed to investigate whether combining DLPs and flipped classrooms could help English teachers improve grammar and meet communication and social needs during the pandemic.
We used Remote Synchronous Delivery in combination with the flipped classroom method to answer this question. Specifically, we used the BigBlueButton videoconferencing platform for synchronous lessons, the Stud IP virtual learning environment for asynchronous DLPs (courseware), and our own Learning Management System Innovation Space to create DLPs. Asynchronous sessions include DLPs focused on grammar. Data was collected using the post-grammar test and an online course evaluation questionnaire with a mix of closed and open-ended questions to assess the seminar as delivered. There were 29 participants in total.
The results showed that 90% of the participants improved their grammar knowledge and 85% confirmed that they had benefited from a seminar that involved continuous reflection and a plausible relationship between technology and pedagogy.
Author Information
Eirini Busack, University of Education Karlsruhe, Germany
Isabel Martin, University of Education Karlsruhe, Germany
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