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An Edutainment Implementation in an English Vocational Training Class
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Creating a positive learning environment in the online classroom with Flipgrid
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Abstract:
[EN] The pandemic has made more clear than ever that health issues impact education and that schools play a key role in supporting the wellbeing of learners. As emotion and cognition are interconnected, educators should use educational strategies that generate positive emotions so that learning is associated with pleasure. The aim of this study was to investigate if a warm-up activity with Flipgrid could contribute to creating a positive learning environment in the online classroom in Covid-19 time. Flipgrid is a free platform that allows video-based asynchronous discussion. It fosters educator-student contact, cooperation among learners, active-learning techniques and student engagement. A total of 37 MA students participated in the study. Informants were selected by non-probabilistic sampling. The data collection strategies were observation during the Flipgrid warm-up activity, a Moodle survey, and the institution student satisfaction survey. Students’ engagement was high and participants’ attitude on their responses was mostly positive or neutral. The warmer was highly rated in terms of creating a positive learning environment by the participants, and informants wrote positive remarks about their experience using the platform. The results suggest that a warm-up activity with Flipgrid is an effective educational strategy to generate positive emotions during the pandemic. Finally, the limitations of the study are addressed, and some directions for future research are proposed. ; This work is part of the Educational Innovation Project El vídeo en la educación superior. Prácticas audiovisuales innovadoras en la formación de docentes (Ref: UV-SFPIE_PID20-1356092) funded by the Universitat de València, Spain. ; Casañ-Núñez, J. (2021). Creating a positive learning environment in the online classroom with Flipgrid. The EuroCALL Review. 29(2):22-32. https://doi.org/10.4995/eurocall.2021.15347 ; OJS ; 22 ; 32 ; 29 ; 2 ; Araujo, F.J.D.O., de Lima, L.S.A., Cidade, P.I.M., Nobre, C.B., & Neto, M.L.R. (2020). Impact of Sars-Cov-2 and its reverberation in global higher education and mental health. Psychiatry Research 288(112977). https://doi.org/10.1016/j.psychres.2020.112977 ; Baños (2020, May 8). How to deal with the psychological impact of Covid-19 (Office of the Principal, Interviewer). University of Valencia. https://www.uv.es/uvweb/uv-news/en/news/how-deal-psychological-impact-covid-19-1285973304159/Novetat.html?id=1286128538251&plantilla=UV_Noticies/Page/TPGDetaillNews ; Bartlett, M. (2018). Using Flipgrid to increase students' connectedness in an online class. eLearn, 9(12). https://elearnmag.acm.org/archive.cfm?aid=3236703 https://doi.org/10.1145/3302261.3236703 ; Bueno i Torrens, D. (2021). Neurociencia para educadores [Neuroscience for educators] (7th ed.). Octaedro. ; Craig, M. (2020). Engaging Flipgrid : Three levels of Immersion. In E. Alqurashi (Ed.), Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education (185-210). IGI Global. https://doi.org/10.4018/978-1-7998-0119-1.ch011 ; Dörnyei, Z. (2003) Questionnaires in second language research: Construction, administration, and processing. Lawrence Erlbaum Associations. ; Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press. ; Holbeck, R., & Hartman, J. (2018). Efficient strategies for maximizing online student satisfaction: Applying technologies to increase cognitive presence, social presence, and teaching presence. Journal of Educators Online, 15(3), 91-95. https://doi.org/10.9743/jeo.2018.15.3.6 ; Johnson, M., & Skarphol, M. (2018). The effects of digital portfolios and Flipgrid on student engagement and communication in a connected learning secondary visual arts classroom (Master's thesis). St. Catherine University repository. https://sophia.stkate.edu/maed/270. ; Kafka, A. (2020, March 12). Shock, fear, and fatalism: As Coronavirus prompts colleges to close, students grapple with uncertainty. The Chronicle of Higher Education. https://www.chronicle.com/article/Shock-FearFatalism-As/248240 ; Kaufmann, R., & Vallade, J. I. (2020). Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, pp. 1-15. https://doi.org/10.1080/10494820.2020.1749670 ; King, J., & Ng, S. K-Y (2018). Teacher emotions and the emotional labour of second language teaching. In Sarah Mercer & Achilleas Kostoulas (Eds.), Language teacher psychology (pp. 141-157). Multilingual Matters. https://doi.org/10.21832/MERCER9450 ; Krashen, S. (2013). Second language acquisition: Theory, applications, and some conjectures. Cambridge University Press. ; Lowenthal, P., & Moore, R. (2020). Exploring Student Perceptions of Flipgrid in Online Courses. Online Learning, 24(4), pp. 28-41. https://doi.org/10.24059/olj.v24i4.2335 ; McLain, T. R. (2018). Integration of the video response app Flipgrid in the business writing classroom. International Journal of Educational Technology and Learning, 4(2), 68-75. https://doi.org/10.20448/2003.42.68.75 ; Phirangee, K., & Hewitt, J. (2016). Loving this dialogue !!!!: Expressing emotion through the strategic manipulation of limited nonverbal cues in online learning environments. In S. Tettegah & M. McCreery (Eds.), Emotions, Technology, and Learning (pp. 69-85). Elsevier. https://doi.org/10.1016/B978-0-12-800649-8.00010-9 ; Saçak, B., & Kavun, N. (2019). Rethinking Flipgrid and VoiceThread in the context of online collaborative learning theory. In E. Alqurashi (Ed.), Handbook of Research on Fostering Student Engagement with Instructional Technology in Higher Education (211-228). IGI Global. https://doi.org/10.4018/978-1-7998-0119-1.ch012 ; Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System, 86, 1-11. https://doi.org/10.1016/j.system.2019.102121 ; Shoichet, C. E. (2020, March 13). Why the impact of Coronavirus could be particularly bad on college campuses. CNN. https://edition.cnn.com/2020/03/07/health/universities-coronavirus-impact/index.html. ; Storbeck, J., & Maswood, R. (2015). Happiness increases verbal and spatial working memory capacity where sadness does not: Emotion, working memory and executive control, Cognition and Emotion, 30(5), pp. 1-14. https://doi.org/10.1080/02699931.2015.1034091 ; Strauss, V. (2020, April 6). Schools of more than 90 percent of the world's students closed during this pandemic. This graphic shows how fast it happened. The Washington Post. https://www.washingtonpost.com/education/2020/04/06/schools-more-than-90-percent-worlds-students-closed-during-this-pandemic-this-graphic-shows-how-fast-it-happened/ ; Tambini, A., Rimmele, U., Phelps, E. A., & Davachi, L. (2017). Emotional brain states carry over and enhance future memory formation. Nature Neuroscience, 20(2), 271-278. https://doi.org/10.1038/nn.4468 ; Tyng, C.M., Amin, H.U., Saad, M.N.M., & Malik, A.S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in Psychology, 8(1454), pp. 1-22. https://doi.org/10.3389/fpsyg.2017.01454 ; UNESCO (2020, April 30). Prioritize health and well-being now and when schools reopen. https://en.unesco.org/news/prioritize-health-and-well-being-now-and-when-schools-reopen
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Keyword:
Covid-19; Emotions; Flipgrid; Online classroom; Warm-up activity
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URL: https://doi.org/10.4995/eurocall.2021.15347
http://hdl.handle.net/10251/177837
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Preguntas de comprensión audiovisual sobreimpresas: propuesta para el aprendizaje de segundas lenguas ; Imprinted viewing comprehension questions: a proposal for second language acquisition
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Preguntas de comprensión audiovisual sobreimpresas: propuesta para el aprendizaje de segundas lenguas
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In: Casañ Núñez, Juan Carlos 2018 Preguntas de comprensión audiovisual sobreimpresas: propuesta para el aprendizaje de segundas lenguas Revista Latinoamericana de Tecnología Educativa 17 1 105 120 (2018)
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Tareas de comprensión audiovisual con preguntas subtituladas: valoraciones de cinco profesores universitarios de espanol como lengua extranjera
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In: Casañ Núñez, Juan Carlos 2017 Tareas de comprensión audiovisual con preguntas subtituladas: valoraciones de cinco profesores universitarios de espanol como lengua extranjera EUROAMERICAN JOURNAL OF APPLIED LINGUISTICS AND LANGUAGES 4 1 20 39 (2017)
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Diseño y fiabilidad de un cuestionario sobre la comprensión auditiva/audiovisual
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 3 (2017); p. 47-65 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 3 (2017); p. 47-65 (2017)
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