The CPS Strategy-Reference-Cited by-同舟云学术

The CPS Strategy

Published:2019 Issue: Volume: Page:110-137
ISSN:2326-8905
Container-title:Innovative Trends in Flipped Teaching and Adaptive Learning
language:
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Author:

Durán-Bautista Diana Carolina¹

Affiliation:

1. Universidad de La Sabana, Colombia

Abstract

This educational research-based chapter describes, analyzes, and evaluates the implementation of the class preparation session (The CPS) as a flipped learning strategy in an undergraduate English as a foreign language (EFL) program in Colombia. About 3000 students are enrolled in the EFL program each semester and an average of 40 teachers are in charge of teaching the courses. The chapter describes the process of implementing the CPS strategy and evaluates its efficacy from students' and teachers' perspectives. Participants were requested to take online surveys with the purpose of collecting qualitative and quantitative data about the strengths of the CPS and the challenges encountered its resources. The processes described in this chapter could be adjusted to be used in other institutions. The issues discussed might provide several teaching prospects for teachers and for programs' stakeholders interested in implementing the flipped learning approach.

Publisher

IGI Global

Reference64 articles.

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3. Bell, T. R. (2015). The flipped German classroom. In Proceedings of the Central States Conference in the Teaching of Foreign Languages Report (pp. 17-38). Academic Press.

4. Bergmann, J., Overmyer, J., & Wilie, B. (2011). The flipped class: What it is and what it is not. Retrieved from http://www.thedailyriff.com/articles/theflipped-class-conversation-689.php