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Running head: FLIPPED LESSON 1

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Designing Flipped Lessons

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Muhammad Farooq

20/11/2018

Capstone Approvals: (At least one advisor and capstone instructor should approve)

Dr Donald Fischer ________________________ _____________

Advisor Name Signature Date

Dr Lara _______________________ _____________

Capstone Instructor Name Signature Date


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Table of Contents

Executive Summary ............................................................................................................ 4

Introduction ......................................................................................................................... 5

Background ..................................................................................................................... 5

Problem Description ....................................................................................................... 6

Learner Analysis ............................................................................................................. 7

Expected Outcomes ........................................................................................................ 8

Environmental Scan ........................................................................................................ 8

Solution Description ........................................................................................................... 9

Proposed Solution ........................................................................................................... 9

Goals ............................................................................................................................. 10

Learning Objectives ...................................................................................................... 10

Leaning Theories and Strategies ....................................................................................11

Instructional Strategies and Activities .......................................................................... 12

Principles....................................................................................................................... 13

Training Design......................................................................................................... 13

Challenges ..................................................................................................................... 15

Methods & Procedures ...................................................................................................... 15

List of Major Deliverables ............................................................................................ 16

Timeline ............................................................................................................................ 16
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Implementation Plan ..................................................................................................... 17

Resources .......................................................................................................................... 17

Media and Delivery System Decisions ......................................................................... 17

Evaluation and Testing Report .......................................................................................... 17

Tryout Process....................................................................Error! Bookmark not defined.

Demographic Survey .................................................................................................... 18

Pre-and Post-Tests:........................................................................................................ 18

Observation ................................................................................................................... 19

Post Training Survey ..................................................................................................... 20

Tryout Conditions ......................................................................................................... 20

Results ............................................................................................................................... 21

Entry Conditions ........................................................................................................... 21

Instruction ..................................................................................................................... 21

Outcomes ...................................................................................................................... 21

Recommendations ......................................................................................................... 23

Summary and Conclusion ................................................................................................. 24

References ......................................................................................................................... 25

Appendices ........................................................................................................................ 26

Appendix A ....................................................................................................................... 26

Demographic Survey .................................................................................................... 26


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Appendix B ....................................................................................................................... 28

I. Pre Test ..................................................................................................................... 28

II. Post Test ................................................................................................................... 31

Appendix C ....................................................................................................................... 34

Participants’ Reaction Survey ....................................................................................... 34

Appendix D ....................................................................................................................... 35

Observation Checklist ................................................................................................... 35

Appendix E ....................................................................................................................... 36

Link to Prototype .......................................................................................................... 41


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Executive Summary

The purpose of this project to identify challenges for implementation of the flipped based

approach for Urdu language at Defense Language Institute and design a training module to

facilitate implementation of the newly designed flipped curriculum for Urdu. Given the

changing needs of US military linguists, the Defense Language Institute (DLI) has introduced the

flipped classroom concept to improve student language proficiency to help them achieve the new

goal of 2+/2+/2 Interagency Language Roundtable (ILR) level. It is very important for the Urdu

teachers to not only understand the flipped classroom concept but also learn what elements can

be flipped and why. This capstone project addresses the above-mentioned issues with the aim of

helping the Urdu faculty acquire necessary training by learning how the flipped approach should

be implemented to help the department get the desired results. The project will be finished by

December 2018.
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Introduction

Background

The Defense Language Institute (DLI) has been striving to achieve 2+/2+/2 Interagency

Language RoundTable (ILR) proficiency levels in reading, listening and speaking skills to meet

the language related security needs of the US military in the constantly changing world. The

current bar for graduation (2/2/1+) at the DLI will raise to 2+/2+/2 by 2022. To achieve the goal,

the management of DLI laid out a comprehensive plan, phasing in the implementation of the new

standards over a five-year period which also included critical changes to the language curricula,

particularly in the third semester, with increased focus on improving students’ Higher Order

Thinking skills (HOTs). One of the key elements of this new strategy was the introduction of the

flipped approach into the teaching. As a result, an Urdu curriculum team was created to work

with the DLI Curriculum Support Division to restructure the Urdu course in line with DLI-wide

efforts to achieve this new standard. The purpose of this initiative was not only to prepare

students for guided practice and work in the classroom but also to give more freedom and time to

the teaching teams to make necessary changes to the curriculum based on the needs of the

students. This training aimed at helping the Urdu faculty understand the concept of flipped

approach, and how to evaluate learning situations that could easily be flipped.

COL Deppert, Commandant DLIFLC (2016) stated, “Our whole organization and thus

our priorities are pointed at our ultimate shared goal of producing the best, culturally based,

professional military linguist possible,” (p.2). It is absolutely imperative for the Urdu faculty to

figure out a way to achieve these goals sooner than later. The overall goal of the DLI is to train

the teachers to develop flipped approach-based lessons to achieve the desired results.
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Problem Description

DLI Urdu students will be required by 2022 to get at least 2+/2+/2 to pass the DLPT;

therefore, the management at the DLI had decided to make changes in the way the things are

done at the institute. Implementing flipped and open architecture approaches were among them,

as the management felt there was a potential in these approaches to achieve or get closer to the

desired results.

In 2017, 40.5% of the Urdu students scored 2+ in listening skills and 45.9% achieved 2+

in reading skills. These scores exceeded the goal of 31% for listening skills and 38% for reading

skills. This year the DLI was aiming for 40% at 2+ or higher in listening skills and 50% at 2+ or

higher in reading skills. This year, the results were not up to the goal, as 33% of the students got

2+ in listening and reading skills each. It was highly critical for the Urdu program to meet the

new criteria in order to produce military linguists who are equipped to fulfill the newly required

national security needs of the United States.

The data collected through various means showed that the Urdu teachers were not

adequately trained for this new approach. As a result, they still like to apply lecture-based

approaches where they can. When asked whether the faculty understood the standards they were

expected to meet in light of the new and revised goal, all the teachers had said they understand

their role very well in achieving 2+/2+/2. They all agreed the management had clearly spelled

out the expectations of them and they are doing their best to meet the new standards.

Sixty percent of the teachers believed if the students could translate the target language

content into English, they; as a result, should be able to answer the questions in the Defense
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Language Proficiency Test (DLPT). According to them, their approach helped achieve the

desired results for the Urdu program, so why bother about these “fancy” theories.

Learner Analysis

The primary audience of this training comprised of the Urdu teachers and content

developers who also develop content for the on regular basis. Most of these individuals did not

have any language teaching experience prior to joining DLI, as their only obvious strength was

being the native speakers of the target language. Though the basic recruitment requirements for

the teachers was to have, at least, a bachelor’s degree, it was not a must for them to hold their

academic degrees relevant to teaching or instructional design; therefore, the application of

flipped classroom approach was new to a number of them. In addition, during the hiring process,

the current Urdu teachers were required to score at least ILR level 3 during the Oral Proficiency

Interview (OPI) in their native language and ILR level 2 in English. The ILR level 2 speaker,

here an example of a level 2 speaker, can only initiate and maintain predictable face-to-face

conversations and satisfy only limited social and on the job demands, which, in some cases,

makes it difficult for them to understand learning theories or new concepts such as flipped

classroom in English language. In addition, the military uses various technological &

instructional tools, and online resources, with which it is hard to keep up for some of the Urdu

teachers. The DLI teachers also have to pass the Instructor Certification Course (ICC) which is

mandatory for every language instructor at the DLI to be able to continue the job beyond a one-

year period. It is a 160-hour training offered at the DLI which is followed by various observation

and training sessions to get them officially certified.

The Urdu teachers’ motivation had also been slightly on the downside due to the current

downsizing in the department. All of the Urdu faculty members were born outside the United
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States and they moved here at different stages of their lives. They are from various parts of

Pakistan and their educational background varies, depending on the parts of the country they are

from and the age group they currently represent.

A total of five Urdu instructors were recruited for this training even. The test

administrator sent emails to the test attendees requesting their participation and availability for

the training. The administrator arranged the date (02/11/2018) and time for the pre-test and the

training with those who agreed to participate in this instructional intervention.

Expected Outcomes

This learning event was designed with the view that it would help Urdu instructors

understand the concept of flipped approach and tools that are essential for designing and

implementing a flipped lesson. The purpose of designing this training module was obvious to the

learners - one of the many initiatives to help the students secure the new graduation standards of

2+,2+,2, so they were expected to be highly motivated and interested to avail this opportunity.

Their motivation and interest were also conditioned with their recognition from the school

administration, in case they produced the desired results or in other words make their students

meet the goal. There was one terminal objective and three enabling objectives to break down the

content into different segments, so that each section had a particular role in order to achieve the

main objective.

Environmental Scan

DLIFLC is regarded as one of the finest schools for foreign language instruction in the

nation. As part of the Army Training and Doctrine Command, the institute provides resident

instruction at the Presidio of Monterey in two dozen languages, five days a week, seven hours

per day, with two to three hours of homework each night. Courses last from 26 to 64 weeks,
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depending on the difficulty of the language. DLIFLC is a multi-service school for active and

reserve components, foreign military students, and civilian personnel working in the federal

government and various law enforcement agencies. The present facilities at the Presidio of

Monterey accommodate approximately 3,500 Soldiers, Marines, Sailors and Airmen, as well as

select Department of Defense and State members. To attend DLIFLC one must be a member of

the Armed Forces or be sponsored by a government agency. DLIFLC students are taught by

approximately 1,800 highly educated instructors, 98 percent of whom are native speakers of the

languages they teach. Aside from classroom instruction, faculty also write course materials,

design tests called the Defense Language Proficiency Test, and conduct research and analysis.

Solution Description

Proposed Solution

An hour-long training session was considered to be helpful to explain how the training

was related to their everyday job. The session included success stories of the similar approach

implemented in other schools in the United States. The part of the training will be developed

through Adobe Captivate module to help the Urdu teachers understand flipped approach in

general, and its characteristics/components, advantages and disadvantages etc. in particular. The

same concept could have been introduced through a traditional lecture-based presentation,

however, if learners are involved through an interactive multimedia e-learning product, the

learners will not only understand the concepts but also retain it to be able to apply them in their

classroom teaching. The training will involve schemata building to help learners recall the

relevant background knowledge, presentation of content preferably through an adobe captivate

module on the flipped approach, and production where learners create a model flipped lesson.
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Goals

The goal of the DLI is to provide culturally based language education, training and

evaluation to enhance to national security of the United States. In order to meet the new national

security needs of the United States in an ever-changing world, the new language proficiency

requirement for the US military linguists in intermediate courses will be 2+/2+/2 by 2020. The

Urdu department made key changes by introducing the flipped approach to make sure the Urdu

students get at least minimum of 2+/2+/2 in listening, reading, speaking by 2020. The Urdu

students are expected have the language proficiency beyond narration level, which will help

them do their jobs better and above all retain their jobs in the US military because a soldier can

lose his/her job if he/she does not pass the DLPT. This training session helped the teachers

understand as to why this new approach was important to achieve the 2+/2+/2 goal; and also,

how they can create a flipped lesson themselves.

Learning Objectives

The terminal objective for this learning event was:

At the end of this learning event, the participants will be able to demonstrate their

understanding of the flipped classroom approach.

I. Given the detailed content, the learners will be able to describe flipped classroom

concept and its characteristics that conform with the standardized definition of

flipped approach (cognitive & Affective domain).

II. Given the content, the learners will be able to determine which components of a

module can be flipped with at least 90% accuracy (cognitive domain).


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III. Given the training tutorial, the Urdu teachers will be able to create a lesson that

will meet the 90% requirements of flipped approach. (Cognitive & psychomotor

domain).

Leaning Theories and Strategies

"The flipped classroom is a pedagogical model in which the typical lecture and

homework elements of a course are reversed" (Educause, 2012). This training was student

centric and involved active engagement of the learners. The elements of cognitivism were found

in this training module. The learners were given a chance to activate their background knowledge

about the flipped approach. Linda Harasim (2017) notes: “Schema Perspectives hold that

learning is easier if new subject matter compared to existing knowledge,” (p. 51). Additionally,

George Bonder notes: “Piaget believed that knowledge is acquired as the result of lifelong

constructivist process in which we try to organize, structure, and restructure our experience in

light of the existing schemes of thoughts.” (p.875) Robert M. Gagne’s (1965) nine events of

instructions were visible in this training model as it was essential that the learners were engaged

in the similar tasks through guided practices to enable them to produce the actual task later on,

which was to create a flipped model lesson.

In this training module, behavioral modeling in constructivist learning environment could

be seen as instructor modeled how to design a flipped lesson in front of the learners. For the later

part of the training, the peer learners co-constructed knowledge with instructors as facilitators or

guides (Bauersfeld, 1995).

The instructor did not take the leading role throughout the session but only facilitated

their discussions/activities. From the constructivist viewpoint the training followed the model as

noted by Harasim (2017) that the teacher must understand the students’ pre-existing conceptions
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and guide the activity to address, build on and refine pre-existing conceptions. (p.71). Social

constructivism, strongly influenced by Vygotsky's (1978) work, suggested that knowledge is first

constructed in a social context and is then appropriated by individuals (Bruning et al., 1999; M.

Cole, 1991; Eggan & Kauchak, 2004).

Albert Bandura’s social learning theory was applied in this training module as well.

Bandura (1977) explained in his Social Learning Theory the manner in which individuals learn

new behaviors through a process that involves observation, interaction and modelling. In this

training module, the learners were presented with a model lesson. It was important that the

leaners got more time for guided practice to learn designing flipped lessons correctly to avoid

unlearning of the wrong learning in the future. Edwin R. Guthrie’s (1935) suggested that "a

combination of stimuli which has accompanied a movement will on its recurrence tend to be

followed by that movement.” Therefore, it was necessary that the Urdu teachers are given

enough practice to master the flipped concept in this training.

Instructional Strategies and Activities

It was a 60-minute training event that also included a technology-based flipped

component which the participants went through individually at the time and place of their own

choice before they worked in groups. The participants received in advance a UCAT module

detailing with the help of animated videos what “flip” is and the question-based activities were

provided to them for the guided practice. The module also addressed the topics including but not

limited to definition of the flipped classroom and how the flipped approach had changed the way

teaching was done in the classroom where it was implemented.

There were short questions (Appendix D) asked before the training to test their

understanding of flipped approach. This test item helped assess the participants’ understanding
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about the flipped approach and subsequently they were provided with a chance to clarify any

misunderstandings if they had to lay a solid foundation for the discussion on how flipped

approach could be a solution to their problems. A section was created to show the participants an

example of a flipped lesson in Urdu. Similarly, after the training, testing occurred to assess the

participants’ understanding and feedback was also be provided to them by showing the correct

answers. The participants went through segments such as elements of a flipped classroom, tools

required for a successfully flipping a classroom and how to know if a lesson had been

successfully flipped. The hands-on exercise occurred towards the end of the training in which

the participants created a model flipped lesson. The process not only allowed them to give each

other feedback but also provide the trainer with an opportunity to assess their understanding of

the subject and give them feedback if necessary.

Principles

The following principles were used while creating e-learning module using UCAT to

ensure that the learners got a chance to get engaged with interactive learning through a flipped

classroom model.

a) Multimedia Principle

b) Modality Principle

c) Redundancy Principle

d) Continuity Principle

e) Coherence Principle

Training Design

Following is the detailed training design that included all the activities for an hour-long

event
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A. Flipped Homework (UCAT module on flipped concept)

a) Displaying a picture on screen to gain attention.

b) Finding expectations of the participants

c) Informing the learners of the objectives

d) Animated videos/articles on flipped approach

e) 2+/2+ initiative

f) Flipped Classroom and Language Learning (A YouTube video)

g) Pros and Cons of the flipped approach

h) Tools required to flip a classroom

i) An example or a model flipped lesson (developed by instructor)

j) Additional content necessary for stimulating learners’ information

acquisition (if necessary)

k) Guided practice based on activities to learn what elements/components

can be flipped as prior study material for learners.

B. Schemata Building: Recap of the materials students have covered. (5 min.)

a) Participants discuss about flipped content (review of the homework)

b) A short video to recap what they have covered

c) Practice: Purpose to encode learning into long-term memory in a

meaningful way. (15 min)

d) Worked examples of the flipped lesson, demonstrating each step to create

a flipped lesson.

e) A test item to conclude the segment on to check participants’

understanding
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f) Production: Learners created a model flipped lesson (20 min.)

g) In groups, created a model lesson in UCAT

h) Shared lessons and finalize one together using google docs or Sakai

i) Assessing Performance (5 min.)

j) Post training test

k) Feedback

C. Wrap up

Challenges

To develop an hour-long training module within a few weeks was a challenging task. The

design and development of the project required a considerable amount of time as it involved

back and forth communication with the learners, my advisor and instructor, receiving feedback

and making changing accordingly. The other obstacle was to gain the learners’ trust that they

could have a meaningful learning experience through this module. Part of the reason was there

were dozens of training and workshops conducted in DLI every year and some of them the

teachers did not find useful so it was hard to make them believe that it was worthwhile for them.

Methods & Procedures

The participants took the training online; however, the instructor remained available

through Sakai, phone and email to help them if needed. The preparatory work was done online

ahead of time and then the lesson creation was done in class where instructor was physically

present. The instructor played the role of a facilitator as this was a participant-led training

session. The participants engaged in group discussions and hands-on activities to understand the

DLI’s vision for achieving 2+/2+/2 through flipped approach.


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List of Major Deliverables

 Module created in UCAT as part of the flipped homework

 Four videos on flipped concepts (Included in the UCAT module)

 Soft copies (printable) of model flipped lesson (Included in the UCAT module)

 Scholarly article for reference (included in the UCAT module)

 Multiple choice quizzes for comprehension (Google Form)

 Feedback survey on the course (Appendix G)

Timeline

The development of this project continued through the fall of 2018. The first phase

implementation began in June 2018. The project was officially launched in November 2018.

Timeline
Timeframe ADDIE Steps Description
Before September 10 Analyze Completed
September 12-26 Design Storyboard completed
September 26 To October 1 Design Script, guidebook and job aids
outline
October 1 - 6 Evaluate Consulted with advisor and
colleagues to make sure project
was on right track
October 7-20 Develop Captivate shell, obtain images,
and finish script
October 21-25 Evaluate Got feedback from advisor and
instructor to make necessary
changes
October 26 – November 1 Evaluate Piloted training session with
volunteers
November 1- 5 Evaluation Revision based on piloting
feedback
November 3-7 Implementation Consult with the advisor on
how to launch the training
November 8-12 Implementation Launch the project
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Implementation Plan

The training components/segments were self-guided; there were no additional training

requirements for the instructors and Urdu teachers who attended the session. They were familiar

with the UCAT as they had been using it for a while, therefore, they did not have any problem

developing the module during the session. Once the module was finalized, the participants were

able to access it as directed.

Resources

Media and Delivery System Decisions

The learners had done the preparatory work online ahead of time and the lesson creation

was done in class. This training workshop was based on the flipped classroom approach as the

Urdu teachers was given the materials in advance to prepare them through guided practice and

work which helped them in the traning. It was also a good way to model how effective the

flipped approach could be if conducted in a correct manner.

Videos or visual aids, e-learning module, a flip chart, smartboard, and printable materials

were used for the training. Using visual aids for training stimulates thinking and improved the

learning environment as it always helps to do away with the monotonous learning environment.

Videos and interactive activities also increased interactivity in the classroom because the

participants develop and increase their personal understanding of the topic when they find

learning environment pleasant and interactive.

Evaluation and Testing Report

Usability Testing

The tryout process involved four different steps:


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1) Demographic Survey

2) Pre and Post Tests

3) Observation

4) Survey Questionnaire to Measure Reaction

Demographic Survey

Before designing the training module, a survey (Appendix A) was conducted to gather

basic information about the learners. The survey gathered basic demographic information about

the test takers and whether they were interested in learning about the flipped classroom. Eighty

percent of the learners said that they had never heard of the term flipped classroom before

joining the DLI. All of the target audience had learned or tried to learn at least one foreign

language in their lives; however, 90% of them had never experienced flipped classroom as

students. Answering to a question, they all said they understood what 2+/2+/2 is about; however,

70% of them said they never received any formal training about the flipped classroom at all

while 30% of them said they got occasional training from the management. All of them agreed

that the need for such training was all times high. In addition, the entire group showed their

interest to understand more in-depth about the flipped approach.

Pre-and Post-Tests:

The learners were sent an email asking for their participation in a survey, five days prior

to taking the training. Upon their agreement to participate in the survey, a web link to the survey

was sent to them, and they were given three days to complete the pre-test items. Pre and post test

questions (Appendix B) were carefully designed to test the same knowledge and to ensure that

the learners do not score higher in the post test just because they remember the correct answers

from the pre-test. Each test comprised of 10 items that mainly included multiple-choice
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questions. These questions were designed to test the learners’ understanding of the flipped

approach, its key components and characteristics, role of a teacher in a flipped classroom, tools

necessary to flip a classroom, situations where flipped approach can be successfully

implemented, and how it is different from a traditional approach. The last page of the module

was used provide links for the post-test to measure the learning of participants. The pre and post

tests were similar in length, and it took approximately 5-10 minutes for the learners to finish

each test.

Observation

The participants were provided with a link to the flipped part of the module on

11/06/2018 to study the materials at home or during their fee time. Since the test administrator

and the test-takers work in the same place (DLI), they informally agreed that the two days would

be enough for them to go through the flipped part of the content and they also all agreed to let the

administrator observe the targeted audience while they developed flipped modules in the in-class

session. The training session was held at 3:45 - 4:45 pm on 11/08/2018 in a training room at the

DLI, reserved by the test administrator for the training. A total of 10 participants attended the

training. The learners were instructed to come with their individual (DLI issued) laptops and

headphones required to listen to the content of the module. Time spent on observation ranged

from 45- 50 minutes, which was slightly more than what the test administrator anticipated,

mainly because some of the test-takers asked questions for clarification, in the middle of training

session. In the beginning, the test administrator briefly recapped the purpose of the training and

what to expect during the process and they also encouraged the participants to raise their hands

in case an explanation, on any part of the training, was needed. The administrator also kept an

observation checklist (Appendix D) to ensure that the event proceeded as planned or anticipated.
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Post Training Survey

After the test-takers completed the training, the administrator asked them to rate the

module by using a 5-point Likert scale (Appendix C) from strongly disagree to strongly agree.

The test-takers measured the following aspects of the module:

a) Navigation

b) Flow of the content (organization)

c) Amount of practice

d) Difficulty of the content

f) Content relevancy to the topic

g) Relevancy to the learners’ everyday job

The survey was conducted through Google forms to maintain anonymity so that the test-

takers feel free to express how they felt about the module.

Tryout Conditions

There were plenty of well-equipped rooms for a one-hour training session in the Urdu

department, which could easily host 10 participants. A training room, in the Urdu department,

was reserved which had a Smartboard, Apple TV, about a dozen chairs, six medium-sized tables,

and a cupboard that carried a coffeemaker and other refreshment snacks, which were arranged by

the test administrator for the participants. The participants were only allowed to use their own

(DLI issued) laptops, which were connected to the DLI-wide Wi-Fi that is faster enough to run

the online training module on 10 laptops, simultaneously.


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Results

Entry Conditions

The participants of the training were briefed about the training before they started it. The

participants had sufficient knowledge of how to use laptops as everybody uses their DLI issued

MacBook for their daily work assignments. They are also very familiar with the UCAT and they

have not only used UCAT to deliver the content in the classroom but also developed materials

using it before; therefore, they were able to handle the training module without any major issue.

Instruction

The biggest discrepancy between the intended and the observed instructions was noted

when one of the participants forgot to bring their headphones and started his training without

listening to the narration. The videos were a critical part of the learning as it explained key

concepts about the flipped classroom. Upon noticing the problem, the administrator borrowed the

headphones from the DLI computer lab, located in the same building, which briefly paused the

training process for the individual.

Since all the participants were grown up professionals who had a lot of experience in

taking online/distant or in person trainings at the DLI, therefore, it was expected of them to be

taking control of their own learning by choosing what to skip and what to work on. They paced

their learning as they liked, and it was observed that some of the participants skipped practice

activities just after one try whereas they had the option to do them more than once to correct their

errors, if they had made any, in the first attempt.

Outcomes

All of the five participants completed the entire training module. The pre-test mean score

was 8.6 and the post-test mean score was 12.6 with the difference of 4.0. A paired t-test
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(Appendix F; Figure 2) was performed to test the hypothesis that there was no difference

between pre-test and post-test scores. The t-test analysis for the directional hypothesis indicated

that the learners made significant learning gains with the training module. The critical value in

the t-table at the degree of freedom 4 and alpha level 0.05 for the one-tailed distribution was

recorded as 2.13 and the t-test for this training module resulted in 5.65 which was greater than

the critical value (|t|=5.65 >2.13). Therefore, it was concluded that the learning module produced

learning gains for the participants and the null hypothesis was rejected that the pre-test scores

were equal to the post test scores. It was also verified from the findings that P (T<=t) two-tail

value of 0.002 was lower than alpha level of 0.05, which also allowed us to reject the null

hypothesis.

The learners’ reaction survey (Appendix C) conducted after the training indicated that the

learners, overall, found the training module very useful. All of them said the module was useful

for them and the users on average rated the module at 4.8 on a 5-point scale. Overall, the

participants rated the appropriateness of the practice activities at 4.4 on the 5-point scale as 60%

of them agreed and 20% strongly agreed that the activities were not only appropriate but also

concise. The learners liked the training place and conditions with the rating of 4.6 and all of them

said that they found the training room comfortable.

When asked whether they felt confident in using flipped approach in the classroom, the

learners did not exhibit their confidence (3.4 points on average on a 5-point scale) in using

flipped approach in the classroom after this training. The reason could be that despite they made

learning gains as shown by t-test analysis, 90% in the initial survey reported that they never

experienced a flipped classroom as students and they needed more exposure and practical
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knowledge to be able to confidently implement the flipped approach in their respective

classroom at the DLI.

The learners created a flipped lesson (link provided in the final project) which met some

of the rubric criteria. The learners did not write the learning objectives, so they were not able to

align the outcomes with the activities students will do before, during, and after the class.

However, the selected the right type of activities to teach vocabulary and grammar. The learners

also provided students with the right content to prepare them for the next day lesson. The flipped

part of the lesson had some activities that could keep the students engaged, however, the

activities based on summary writing were not the best choice. The lesson also lacked summative

assessment.

Recommendations

Based on the findings mentioned above, the following recommendations were provided:

1. Based on the post training questionnaire, it was revealed that the participants did not

really enjoy computer-generated audio (2.4 points on average on a 5-point scale with only 20%

approval); therefore, it was advised that the natural dialogues and human narrations should be

used to improve the learning experience of the users.

2. The UCAT doesn’t have the ability to create a table of content (navigation) which

some other similar delivery tools offer to make navigation easier for the users. Though the

learner did not mention anything about it in their formal feedback; however, when they were

asked by the administrator about the feature at the end of the training, they thought it would

make UCAT more user friendly. It was recommended to the UCAT programming team which the

administrator is also a part of that making improvement with regard to navigation that also

includes ToC should be considered during the future software updates.


24

3. The post-test mean score for question 9, which was related to selecting tools that are

required to successfully flip a classroom, was 0.14 that showed slightly lower level of

improvement on part of the participants. It was recommended that the content related to the

flipped classroom tools should be revised as the scores indicated that the module did not explain

the concepts related to flipped classroom scenarios well.

4. It is recommended that a UCAT shell on to the presentation should be added that

allows the learner to create a flipped lesson of their own. A template (Appendix F) has been

developed to guide each learner at every step of the way while developing their individual

flipped lessons.

Summary and Conclusion

Analysis of the data and the survey reports revealed that the participants made good

learning gains, and most of the expected learning outcomes were achieved. However, the post-

test results showed that one of the objectives concerning the learners’ ability to identify the tools

important for a flipped classroom, was not achieved as expected. In general, t-test analysis

showed that the learning took place as the mean score for the post-test was significantly higher

than the mean score of the pre-test. Based on the findings and the observations, it was highly

recommended that the module should contain a table of contents and complete navigational

control.
25

References

Deppert, P. J. (2016). Priorities at DLIFLC: Dialogue on Language Instructions.

Guthrie E.R. (1935). The Psychology of Learning. New York: Harper & Row.

Bauersfeld, H. (1995). The Structuring of the Structures: Development and Function of

Mathematizing as a Social Practice. Lawrence Erlbaum Associates Publishers, Hillsdale,

NJ.

Handbook for Basic Course Curriculum Development. (2018). Monterey, CA: DLIFLC.

Harasim, L. M. (2017). Learning theory and online technology: How new technologies are

transforming learning opportunities. New York: Routledge.

McLeod, S. (1970, January 01). Saul McLeod. Retrieved from

https://www.simplypsychology.org/bobo-doll.html

Vygotsky’s philosophy: Constructivism and its Criticisms Examined Liu & Matthews,

International Education Journal, 2005, 6(3), 386-399.


26

Appendices

Appendix A

Demographic Survey

1. What is your country of origin?

2. What is your age?

3. What is your level of education?

4. Is your highest degree relevant to your current profession?

5. Have you ever studied a foreign language?

6. If answer to the above question is yes, then which primary method was used in your

language class?

7. When do you think you understand better?

8. Do you know what flipped classroom is?

9. If the answer to the above question is yes, please briefly explain your understanding of

the concept of flipped classroom.


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10. Have you ever taken a course that was in a flipped classroom format?

11. Were you given adequate training to implement the curriculum based on flipped

concept?

12. Do you think new graduation standard of 2+/2+/2 is achievable in Defense Language

Institute?

13. Do you think the flipped approach is the right method to achieve 2+/2+/2 goal in

Defense Language Institute?

14. Are you interested in learning more about “flipped classroom”?


28

Appendix B

I. Pre-Test

1. The term “flip” is used to describe:

a) Instructional content delivery outside the classroom

b) Traditional teaching approach

c) To disrupt the flow of teaching

2. The flipped classroom model aims at:

a) motivating teachers to make more money

b) increasing learner’s autonomy

c) minimizing parents’ responsibility

3. The flipped classroom model is:

a) teacher-centered

b) student-centered

c) based on traditional classroom

4. In a flipped classroom, a student:

a) engages in group activities in classroom

b) only listen to teacher’s lecture

c) only do individual tasks

5. The flipped classroom is a pedagogical model in which elements of a course are:

a) reversed in order

b) rehearsed frequently

c) repeated daily
29

6. All of the following statements describe flipped classroom; except:

a) Students can learn new materials at home

b) Promotes autonomous learning among students

c) Teacher teaches first in class and then the students do practice activities at home

7. In a flipped classroom, the teacher completely loses control over classroom

management.

a) Yes

b) No
30

8. Select the tools, which can be helpful in successfully flipping a classroom. Select all

that apply.

a) YouTube

b) Google Docs

c) A Video Camera

d) Study table

9. The primary role of a teacher in a flipped classroom is:

a) Facilitator

b) Corrector

c) Delivering lecture

10. Which one the following are teacher’s roles in the flipped classroom? Select all

that apply.

a) Identifying content (film/video)

b) Creating instructions/activities

c) Assisting students when needed

d) Working in groups to prepare for task


31

II. Post Test

Please choose the correct response.

1. The meaning of the word "flip" is:

 To change

 To turn upside down

 To disrupt

2. The flipped classroom is a pedagogical model in which elements of course are:

 reversed in order

 rehearsed frequently

 repeated daily

3. All of the following statements describe flipped classroom; except:

 Students can learn new materials at home

 It promotes autonomous learning among students

 Teacher teaches first in the classroom and then the students do practice

at home
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4. The flipped classroom model aims at:

 increasing teacher’s role

 making students more autonomous

 increasing parents’ role in classroom

5. The flipped classroom model is:

 teacher-centered

 famous for game-based learning

 student-centered

6. In a flipped classroom, a student can: (check all that apply)

 engage in group activities in classroom

 complete homework with the help of teacher

 only listen to teacher’s lecture

7. The primary role of a teacher in a flipped classroom is:

 Facilitator

 Translator

 Lecture provider

8. Select the tools, which can be helpful in successfully flipping a classroom. Select

all that apply.

 YouTube

 Google Docs

 A Video Camera

 Study table
33

9. Which of the following are teacher’s roles in the flipped classroom? Select all that

apply.

 Identifying content (film/video)

 Creating instructions/activities

 Assisting students when required

 Working in groups to prepare for task

10. In a flipped classroom, the teacher completely loses control over classroom

management.

c) Yes

d) No
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Appendix C

Participants’ Reaction Survey


35

Appendix D

Observation Checklist

Checklist Items Yes No Comments


Does every participant have necessary
equipment such as laptop, cords,
headphones etc.
Is every one able to launch the
training module successfully?
Do the learners encounter any
problem?
If yes, were they able to resolve it?
Did any unexpected issue occur?
Were learners able to complete all
activities?
Any additional issue?
36

Appendix E

Pre post

Mean 8.6 Mean 12.6


Standard Error 0.6 Standard Error 0.4
Median 8 Median 12
Mode 8 Mode 12
Standard
Standard Deviation 1.341640786 Deviation 0.89442719
Sample Variance 1.8 Sample Variance 0.8
-
Kurtosis 2.407407407 Kurtosis 0.3125
Skewness 0.165634665 Skewness 1.25778824
Range 3 Range 2
Minimum 7 Minimum 12
Maximum 10 Maximum 14
Sum 43 Sum 63
Count 5 Count 5

Figure 1. Descriptive Statistic

t-Test: Paired Two Sample for Means

Pre Post
Mean 8.6 12.6
Variance 1.8 0.8
Observations 5 5
Pearson Correlation 0.04166667
Hypothesized Mean Difference 0
Df 4
t Stat -5.6568542
P(T<=t) one-tail 0.00240634
t Critical one-tail 2.13184679
P(T<=t) two-tail 0.00481268
t Critical two-tail 2.77644511

Figure 2. T-test Paired Two Sample for Means


37

Appendix F

Flipped Classroom Rubric

Author:
Lesson Title:
Subject Area:
Grade Level:
Time Needed:

Step 1

What is the scope of your topic?

Defining scope is important in terms of providing your students relevant content.

Learning Objectives:

Clearly write the learning objectives and outcomes that align with the activities students will do

before, during, and after the class. It is not enough to for students to just read, listen, watch, and

take notes. They need to use it to really learn it.

The success of your flipped class depends on the alignment of what you want your students to

accomplish before, during, and after the class.

Content Type Learning Objective Task, Question, or

Activity
38

Which instructional approach fits best for the main learning activity? Choose the evidence based

instructional approach will fit the main learning activity (i.e.: direct or indirect instruction, peer-

instruction, team-based learning, case-based learning, process-oriented guided inquiry learning

Step 2

Student Learning Resources at Home:

What instructional materials and resources will you use for students to familiarize themselves

with the content prior to class? The pre-class work should set the scene for the in-class activity.

Student Learning Activities at Home:

What kinds of activities will motivate students and prepare them for class? What questions will I
ask students? What should students be able to do to prepare? Align & match these activities
with the learning objectives.

Step 3

Classroom Activities
39

Align & match these activities with the learning objectives.

Step 4:

Post-class activities

How will students continue the learning experience from the inside class activity to outside of
class? Align & match these activities with the learning objectives.

Step 5

Formative Assessment

How will you evaluate student’s learning and progress? Evaluation and assessment are ongoing

throughout the process. Plan how you will evaluate the effectiveness of the flipped experience

and assess student understanding at all stages.

Summative Assessment

Step 6:

Review the plan above to ensure alignment.

Is everything well connected? Is the lesson coherent? Have a colleague review your
plan and give feedback.
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Appendix G

Reaction Survey

1 2 3 4 5
Strongly Disagree Disagree Undecided Agree Strongly Agree

Q1. Overall I thought the training was useful

Q2. I found that the module was user friendly.

Q3. I feel confident that I can effectively use the learned skills.

Q4. My knowledge has increased or/and my skills have improved with this training.

Q5. After this training I will be able to use the flipped approach.

Q6. I think the practice activities were concise and appropriate.

Q7. I think the administrator was well prepared.

Q8. The administrator answered questions appropriately.

Q9. The room was comfortable for the training.

Q10. The audio and visual quality of materials was good.


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Link to Prototype

http://itcdland.csumb.edu/~mfarooq/Capstone/FlippingUrduClass%20(2)/module_21013.htmla

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