Flipped Virtual Classroom Learning Model for the Course Study Discourse Analysis in Translation
(1) Universitas Indraprasta PGRI
(*) Corresponding Author
Abstract
This study aims to explain the learning models of flipped virtual classroom that can be applied in virtual classrooms in discourse analysis in Translation courses. When teaching, the learning model is explained by using video as an appropriate and efficient choice pattern to achieve learning objectives. Flipped virtual classroom is a learning model that transfers synchronous virtual classroom models to asynchronous virtual classroom models. The research method in this discourse analysis in Translation course was through literary sources. The purpose of the research is to provide information about virtual learning methods as a means of enhancing learning and language proficiency in Bahasa Indonesia combined with translation reflection theory. The virtual learning model can be combined with variations of learning models such as: Problem-based Learning, Inquiry-based Learning, Project-based Learning, Research-based Learning. In conclusion, through the choice of an asynchronous virtual classroom learning model and the application of discourse analysis in Translation as a reflection activity in translation, students are able to make a more detailed and deeper translation analysis.
Keywords
Full Text:
PDFReferences
Allmendinger, K., Kempf, F., & Hamann, K. (2009). Collaborative learning in virtual classroom scenarios. Learning in the Synergy of Multiple Disciplines, 344-349. https://doi.org/10.1007/978-3-642-04636-0_33
Anderson, L. W., et. al. (2001). A Taxonomy for Learning, Teaching, and Assessing - A Revision of Bloom’s Taxonomy of Educational Objectives. Retrieved from https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl - A taxonomy for learning teaching and assessing.pdf
Arnold-Garza, S. (2014): The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction. Communications in Information Literacy, 8(1): 7–22. Retrieved from https://doi.org/10.15760/comminfolit.2014.8.1.161 (Accessed: 9/07/2020).
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day: International Society for Technology in Education.
Bloom, B. S. (Ed.), et. al. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Bodie, G.D., et. al. (2006). Chunking, Priming and Active Learning: Toward an innovative and blended approach to teaching communication related skills. Interactive Learning Environments, 14(2): 119–135.
Bonwell, C., & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. ASHE – ERIC Higher Education Report N.1. Washington DC: The George Washington University.
Cole, J. E., & Kritzer, J. B. (2009). Strategies for success: Teaching an online course. Rural Special Education Quarterly, 28(4): 36–40.
Cooper, P. (1993). Paradigm shifts in designed instruction: from behaviourism to cognitivism to constructivism. Educational Technology, 33(5), 12 - 19.
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4): 50–72.
Gallagher, K. (2009). LOEX Conference Proceedings 2007: From guest lecturer to assignment consultant: Exploring a new role for the teaching librarian. Ypsilanti, MI: Eastern Michigan University. Retrieved from http://commons.emich.edu/cgi/viewcontent.cgi? article=1008&context=loexconf2007
Gannod, et. al. (2008). Using the inverted classroom to teach software engineering. Proceedings of the 30th international conference on Software engineering. Leipzig, Germany. http://doi: 10.1145/1368088. 1368198
Hamdan, N., et. al. (2013). Flipped learning model: a white paper based on the literature review titled “a review of flipped learning”. White Paper Flipped Learning, 1-16.
Martin, F., & Parker, M.A. (2014). Use of synchronous virtual classrooms: Why, who, and how? Journal of Online Learning and
Teaching, 10(2), 192. Martin, F., Parker, M.A., & Deale, D.F. (2012). Examining interactivity in synchronous virtual classrooms. The International Review of Research in Open and Distributed Learning, 13(3), 228-261. https://doi.org/10.19173/irrodl.v13i3.1174
Mas’ud, H., & Surjono, H. D. (2018). The implementation of flipped classroom learning model using moodle to increase students’ higher order thinking skills. Journal of Educational Science and Technology (EST), 4(3), 187–194. https://doi.org/10.26858/est.v1i1.6521
Mudarwan. (2018). Pengunaan model pembelajaran flipped classroom dengan moodle sebagai implementasi dari blended learning. Jurnal Pendidikan Penabur, (31), 13–23. Retrieved from https://bpkpenabur.or.id/media/1kajx0fp/hal-13-23-pengunaan-model-pembelajaran.pdf
Overmyer, J. (2012). Flipped classrooms 101. Principal, 46–47.
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10): 196. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3530058/# (Accessed: 9/07/2020).
Prince, M. (2004). Does active learning work? a review of the research. Journal of Engineering Education, 93(3), 223-231.
Schullery, N. M., et. al. (2011). Toward solving the high enrollment, low engagement dilemma: a case study in introductory business. International Journal of Business, Humanities and Technology, 1(2): 1–9.
Slomanson, W. R. (2014). Blended learning: A flipped classroom experiment. Journal of Legal Education, 64(1), 93-102.
Sun, J. C. -Y., & Wu, Y.-T. (2016). Analysis of learning achievement and teacher-student interactions in flipped and conventional classrooms. The International Review of Research in Open and Distributed Learning, 17(1). https://doi.org/10.19173/irrodl.v17i1.2116
Sun, J.C.?Y., Wu, Y.?T., & Lee, W.?I. (2017). The effect of the flipped classroom approach to Open Course Ware instruction on students’ self?regulation. British Journal of Educational Technology, 48(3), 713-729. https://doi.org/10.1111/bjet.12444
Thomson, D. L. (2010). Beyond the classroom walls: teachers’ and students’ perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4), 662-712. https://doi.org/10.1177/1932202X1002100405
Wilson, T. (1997). Manual del Empowerment. Madrid: Gestión 2000.
DOI: http://dx.doi.org/10.30998/scope.v5i1.6717
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Andri Purwanto
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License