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Seamless engagement with tablet computers

The present action research sought to immerse foreign language learners in the target language and culture by seamlessly extending exposure to the language course beyond the classroom. A flipped classroom approach involving task-based and social networking learning with tablet computers was designed...

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Main Authors: Gabarre, Cecile, Gabarre, Serge, Din, Rosseni
Format: Conference or Workshop Item
Language:English
Published: Institute for Innovative Learning, Mahidol University 2015
Online Access:http://psasir.upm.edu.my/id/eprint/76908/1/ICIE2015-1.pdf
http://psasir.upm.edu.my/id/eprint/76908/
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spelling my.upm.eprints.769082020-02-06T03:17:25Z http://psasir.upm.edu.my/id/eprint/76908/ Seamless engagement with tablet computers Gabarre, Cecile Gabarre, Serge Din, Rosseni The present action research sought to immerse foreign language learners in the target language and culture by seamlessly extending exposure to the language course beyond the classroom. A flipped classroom approach involving task-based and social networking learning with tablet computers was designed to engage the learners before, during and after the lessons. The flipped mobile classroom design was implemented over four semesters with a single cohort of 24 undergraduate students majoring in French in a Malaysian public university. The flipped mobile classroom aimed to instil self-regulated learning processes by providing a three dimensional scaffolding structure including seamless instructor, peer and technological support. Grounded theory’s iterative data collection and analysis procedures ensured the responsiveness and the fitness of the action plan throughout the intervention. Each lesson was taught and analysed as a micro-cycle. The instruments consisted of observations, interviews as well as self-reflexive logs and memos. The analysis included a three-level coding procedure and the constant comparative analysis of instructor as well as students’ perceptions of events. Findings revealed the appropriateness of tablet computers for catering to self-regulated learning due to the devices’ personalised, unified and flexible capacities. The Facebook social networking site hosting the flipped classroom was found to ubiquitously and efficiently support task-based learning with tablet computers. The mobile flipped classroom promoted the students’ seamless engagement and exposure to the target language by enhancing their motivation and curiosity towards the subjects taught as well as by contributing to reduce their classroom anxiety thus resulting in a thriving learning community. Institute for Innovative Learning, Mahidol University 2015 Conference or Workshop Item PeerReviewed text en http://psasir.upm.edu.my/id/eprint/76908/1/ICIE2015-1.pdf Gabarre, Cecile and Gabarre, Serge and Din, Rosseni (2015) Seamless engagement with tablet computers. In: 2nd International Conference on Innovation in Education (ICIE2015), 16-18 Mar. 2015, Mahidol University, Thailand. (pp. 425-437).
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description The present action research sought to immerse foreign language learners in the target language and culture by seamlessly extending exposure to the language course beyond the classroom. A flipped classroom approach involving task-based and social networking learning with tablet computers was designed to engage the learners before, during and after the lessons. The flipped mobile classroom design was implemented over four semesters with a single cohort of 24 undergraduate students majoring in French in a Malaysian public university. The flipped mobile classroom aimed to instil self-regulated learning processes by providing a three dimensional scaffolding structure including seamless instructor, peer and technological support. Grounded theory’s iterative data collection and analysis procedures ensured the responsiveness and the fitness of the action plan throughout the intervention. Each lesson was taught and analysed as a micro-cycle. The instruments consisted of observations, interviews as well as self-reflexive logs and memos. The analysis included a three-level coding procedure and the constant comparative analysis of instructor as well as students’ perceptions of events. Findings revealed the appropriateness of tablet computers for catering to self-regulated learning due to the devices’ personalised, unified and flexible capacities. The Facebook social networking site hosting the flipped classroom was found to ubiquitously and efficiently support task-based learning with tablet computers. The mobile flipped classroom promoted the students’ seamless engagement and exposure to the target language by enhancing their motivation and curiosity towards the subjects taught as well as by contributing to reduce their classroom anxiety thus resulting in a thriving learning community.
format Conference or Workshop Item
author Gabarre, Cecile
Gabarre, Serge
Din, Rosseni
spellingShingle Gabarre, Cecile
Gabarre, Serge
Din, Rosseni
Seamless engagement with tablet computers
author_facet Gabarre, Cecile
Gabarre, Serge
Din, Rosseni
author_sort Gabarre, Cecile
title Seamless engagement with tablet computers
title_short Seamless engagement with tablet computers
title_full Seamless engagement with tablet computers
title_fullStr Seamless engagement with tablet computers
title_full_unstemmed Seamless engagement with tablet computers
title_sort seamless engagement with tablet computers
publisher Institute for Innovative Learning, Mahidol University
publishDate 2015
url http://psasir.upm.edu.my/id/eprint/76908/1/ICIE2015-1.pdf
http://psasir.upm.edu.my/id/eprint/76908/
_version_ 1662756589405208576
score 13.211869

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