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Three-phase flipped learning unit: pre-class online tasks, in-class problem-solving, post-class self-assessment

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

Each learning unit of the two-semester EFL flipped course had three phases: "1) pre-class online completion of TOEIC course materials; 2) individualized problem-solving instruction in class; and 3) post-class online completion of self-assessment and reflection learning tasks". This structure integrates online and in-class tasks in a single learning environment, reserving classroom time for teacher-student analysis of performance on the pre-class learning tasks.

Design Implications

Context

Requirements

  • Students complete the online pre-class materials before class so classroom time can support them through interaction and problem-solving

Constraints

Target Learners

  • first-year university EFL students

Learning Goals

  • TOEIC score improvement
  • self-regulated learning attitudes, skills and behavior

Claims

Examples

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Key Sources

  • Ishikawa, Y., Akahane-Yamada, R., Smith, C., Kondo, M., Tsubota, Y., & Dantsuji, M. (2015). An EFL flipped learning course design: utilizing students’ mobile online devices. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. http://dx.doi.org/10.14705/rpnet.2015.000343
Page metadata
Field Value
type design
id three-phase-flipped-efl-unit
title Three-phase flipped learning unit: pre-class online tasks, in-class problem-solving, post-class self-assessment
description Each learning unit of the two-semester EFL flipped course had three phases: "1) pre-class online completion of TOEIC course materials; 2) individualized problem-solving instruction in class; and 3) post-class online c...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — ishikawa-2015

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