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Learners work in four sections in small groups, prepare assigned content via a learning management system, present to peers, and use posters, flash cards, and tools such as PowerPoint, mobile phones, and Kahoot!. Quantitative and qualitative analysis shows favorable responses to collaboration, idea sharing, time saving, and technology use, with recommendations for broader samples and more course topics.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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inversé amélioré par le Web : une étude de cas  \nBani Arora, University of Bahrain Naman Arora, University of Guelph  \nAbstract  \nThis research study is a technology-enhanced flipped learning pilot to observe the students’engagement and learning in a self-regulated class through their individual feedback. Flipped learning was applied to a segment of the Study Skills course for more than two weeks to 129 students in the foundation year of a Teachers’ College in Bahrain. Divided across four sections, the students worked in small groups, prepared an assigned portion of the course content provided through a Learning Management System (LMS), and presented it to the rest ofthe class. Students used posters, flash cards, and digital technology in different forms such as PowerPoint slides, mobile phones, and Kahoot!. The reflective individual student responses on this experience were analysed quantitatively and qualitatively. The findings show a favourable response to group work, sharing ideas, saving time through collaboration, and use of technology. It is recommended that the study be extended to a larger sample group, to a larger number of the course topics, and include the use of different technology forms.  \nKeywords: Web enhanced; Flipped learning blended approach; Study skills course; Self-regulated; Large classes; Student engagement; Individual feedback  \nRésumé  \nCette étude de recherche est un projet pilote d'apprentissage inversé assisté par la technologie visant à observer l'engagement et l'apprentissage des étudiants dans une classe autorégulée par le biais de leur rétroaction individuelle. L'apprentissage inversé a été appliqué à un segment du cours decompétences d'étude pendant plus de deux semaines aux 129 étudiants en première année d'un collège d'enseignants à Bahreïn. Répartis en quatre sections, les étudiants ont travaillé en petits groupes, ont préparé une partie du contenu du cours fourni par une plateforme d'apprentissage en ligne et l'ont présentée au reste de la classe. Les étudiants ont utilisé des affiches, des cartes de support visuel et des technologies numériques sous différentes formes telles que des diapositives PowerPoint, des téléphones portables et Kahoot! Les réflexions individuelles des étudiants sur cetteexpérience ont été analysées quantitativement et qualitativement. Les résultats montrent une réaction  \nCJLT/RCAT Vol. 47 (1)  \nfavorable au travail de groupe, au partage des idées, au gain de temps grâce à la collaboration et à l'utilisation de la technologie. Il est recommandé d'étendre l'étude à un échantillon plus large, à un plus grand nombre de sujets de cours, et d'inclure l'utilisation de différentes formes de technologie. Mots clés : Amélioré par la web ; apprentissage inversé approche hybride ; cours de compétencesd'étude ; autorégulation ; classes nombreuses ; engagement des étudiants ; rétroaction individuelle  \nIntroduction  \nThe Flipped Learning Network explains the concept of flipped learning using the acronym FLIP which stands for flexible environment, learning culture, intentional content and professional educator (Flipped Learning Network, 2014). These four elements, termed “the four pillars,” are the bases of a teaching approach that is adaptable, student-oriented, creative, and interactive.  \nThe term ‘inverted learning” has been used synonymously by a number of researchers while defining or explaining flipped learning (Davies, 2013; Gannod et al., 2008; Midun et al., 2019; O’Flaherty & Phillips, 2015; Strayer, 2007) . In the literature, the term flipped learning has also been loosely applied as blended learning in various forms when any two types of learnings have been combined with digital technology such as the mobile-blended collaborative learning model in and out of the classroom (Avci & Adiguzel, 2017), blended English learning using online and mobile technologies (Milthorpe et","cbCaisXMuvaGRRFN","https://ap.wps.com/l/cbCaisXMuvaGRRFN","pdf",388675,18,"English","# Abstract\n# Résumé\n# Introduction\n## A Theoretical Framework for the Flipped Classroom","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To pilot a technology-enhanced flipped learning approach and examine students’ engagement and learning through individual feedback in a self-regulated class.\"},{\"question\":\"How was flipped learning implemented in the course?\",\"answer\":\"Flipped learning was applied to a Study Skills course segment for over two weeks, with students working in small groups across four sections to prepare assigned content via an LMS and present it to the class.\"},{\"question\":\"What tools and materials did students use?\",\"answer\":\"Students used posters and flash cards, along with digital technology such as PowerPoint slides, mobile phones, and Kahoot!.\"}]","Volume 4 - Issue 7 - Winter / Hiver 2021 - Web Enhanced Flipped Learning: A Case Study | PDF",1792086583,45]