LEARNING STYLES ISSUES ON STUDENT PERFORMANCE IN THE FLIPPED CLASSROOM
Abstract
Many researchers point out that in the context of the digital transition, which is rapidly introducing all sectors of society, a flipped classroom is a necessary method to implement an outcome-based learning curriculum at the tertiary level to train prospective professionals who meet the needs of employers. Therefore, we believe that the basis for the successful introduction of learning is, firstly, to diagnose the student's learning style, and secondly, to determine the student's learning outcome in the 21st century based on 4Cs; being proficient communicators, creators, critical thinkers, and collaborators. By doing this, 41 second-year students from two different groups studying in Business Administration at Mandakh university were selected non-randomly and divided into three groups on the basis of their learning styles. The EFL learners’ task performance is evaluated with the criteria (information and discovery, idea design, innovation, delivering an oral presentation, engaging in conversations and discussions) on the basis of 4Cs principles as variables. According to the data, Visual learners' critical thinking, Kinesthetic learners' creativity, and Audio learners' communication skills are dominant. Overall, we expect that the need for new pedagogical approaches in English classrooms to enhance students' essential skills in the 21st century, the flipped learning approach where the direct instruction in class-time and homework are reversed, has recently received significant attention from many language teachers, educators, and researchers. In today’s academic world, one of the learning environments that have gained acceptance is the learning and teaching management system. A learning management system, also known as a virtual learning environment, course management system, or learning platform, is a collection of software tools and Web-based technology that support the organization, administration, delivery, monitoring, and management of online education and training programs as well as the evaluation of particular learning processes.
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References
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