【Teaching Practice Report】

Designing a Technology-Enhanced Flipped Classroom Model
Using Instructional Slideshows and Computer-MediatedAsynchronous Discussions
Ian Hart
Abstract
With flipped classroom pedagogy becoming increasingly popular with educators and the field of Computer-Assisted
Language Learning also seeing a rapid increase in popularity, sped up by the recent COVID-19 pandemic, this paper
explores the possibility of combining these methods of learning by using technology to provide out-of-class
instruction and practice-time to learners. After the discussion of existing frameworks and methodologies,
instructional PowerPoint slideshows were designed, and an online discussion forum was used to apply a blended
approach to several flipped classrooms. Observations were made, test scores were analyzed and learners’ opinions
were recorded via an online questionnaire. The study concludes with the belief that a blended approach to a flippedclassroom is effective in facilitating more meaningful knowledge creation through critical thinking at the learners’
own pace.
Keywords: flipped learning, CALL, forums, PowerPoint, instructional design

Introduction
Due to the onset of the COVID-19 pandemic, teaching establishments worldwide have been
forced to provide online classes to their students. This has led to the introduction of new technologies
and online platforms that can be used both inside and outside of a classroom. In Japan, digital devices
have been provided to students in all schools, and Information and Communications Technology(ICT) classes are being conducted for students at a much younger age. This increased reliance on
ICT in the field of education means that ELT educators have had to adapt the way they conduct theirclasses and look at new methodologies based not only on synchronous but also asynchronous
learning and communication through digital platforms and materials (Levy & Stockwell, 2006).
One approach that has gained attention in recent years is the idea of flipped learning (Webb &Doman, 2016). While this approach existed before the pandemic, new demands from online teachingenvironments have increased its popularity, especially amongst ELT researchers (Turan & AkdagCimen, 2020). Flipped learning is an instructional approach where the presentation of course content
is introduced outside of the classroom. Common methods include the use of instructional slides orvideos that are viewed and studied outside of class time (Hockley, 2017). The purpose is to allow
more in-class time to be spent on production and reflection. The use of technology with a flipped
approach is a form of blended learning, which combines both face-to-face instruction and online
materials.
For a flipped approach to work in a digital environment, educators have been looking into new
ways of presenting content to their learners using computer-assisted methods. One such method isusing presentation slides via software such as PowerPoint, Keynote, or Google Slides. Slides can beused for initial teaching, practice and drilling, games, reviews, and tests (Fisher, 2003). They can be
published online, allowing them to be easily accessible to learners, and help learners attend to and65

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retain much of what is presented (Roblyer & Hughes, 2018). While presentation slides can help
present target skills or language, online platforms have been designed that allow learners to practiceusing the taught content asynchronously before synchronous use in class.
Another computer-assisted method is via the use of CMC (Computer-Mediated Communication).
A popular example of this is the use of online forums that allow learners to communicate andcollaborate online. These forums provide learners with the opportunity to share content, knowledge,
and media while working synchronously or asynchronously and at their own pace. The popularity ofsuch forums has led to the development of websites that focus on specific functions such as forumbased discussion or content sharing.
This paper explores the use of technology to provide a flipped approach to a language classroom.
Research will be conducted via the use of slides and a newly developed online discussion site named
Kialo that describes itself as ‘the purpose-built tool for critical thinking, thoughtful discussion, andcollaborative decision-making’ (Kialo, 2017).

Discussion
Blended Learning – A Flipped Approach
The flipped learning model is becoming increasingly popular amongst educators, especiallywithin universities. The idea is that learners review the content of the course prior to the classsession and complete exercises that would usually be conducted together in a face-to-faceenvironment (Bishop & Vergleger, 2013). This pedagogical concept replaces the standard in-classpresentation of content with the opportunity for learners to discover their own concepts while also
reviewing materials from outside of the class. This removes the need for a lecture-style format
delivered within class time, and rather this information is given through homework assignments.
This explains the term ‘flipped’ as historically, the classroom is the usual place where content isdelivered. This approach is defined by Gerstein (2012) as a place for problem-solving, and to discoveradvanced concepts and engage in collaborative learning. Flipped learning can also include digital
integration and, in this case, can be considered a form of blended learning. Blended learning isdefined as being a student-centered, self-paced, flexible, and multi-modal approach to language
learning (Vaughan, 2007). It is considered to be an intersection of face-to-face settings, which
includes synchronous and human interactions, and computer-assisted synchronous or asychronous
situations in which the learner operates independently. Therefore, when ICT-based settings are used
in a flipped classroom, this instructional model can be considered to be both ‘flipped’ and ‘blended’.
The benefits of flipped learning are categorized by Kerr (2020) as: personalization, active
learning, and engagement. Kerr highlights the increase in learner personalization by a) supporting
learner difficulties; b) encouraging learners to work at their own pace; c) providing a range of study
materials for the learner to choose from, and d) delivering personalized support. Fulton (2012)provides additional benefits such as a) insights into students’ learning styles; b) ongoing customization
to meet learner needs; c) use of technology to boost learning; d) increased learner engagement, ande) support for students who are absent from the class. Kostka & Marshall’s (2017) research on theadvantages of a flipped classroom showed that if lower-order skills are accomplished before class,then more time can be spent focusing on higher-order skills such as analysing and creating(Woodward & Padfield, 2021). Strayer (2012) also found that students embraced the cooperative
learning and innovative teaching methods used in a flipped classroom. This led to increased
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engagement by facilitating the learners’ ownership of their learning process. As the learners havemore control over their learning, they feel more accountable for their contributions and performancein class (Johnson & Marsh, 2016).
While many benefits have been suggested, the flipped approach has potential drawbacks,
including a) a possible lack of learner participation; b) ineffective study habits; c) issues withtechnology or computer illiteracy; and d) resistance to the approach due to a preference for traditional
teaching styles (Kerr, 2020). For example, in Japan, many teachers conform to a teacher-fronted,
lecture-style approach to teaching, so students may initially be resistant to a new approach. In
addition, without knowing the benefits, students may question why they have to complete work athome and whether they are receiving the education that they deserve. Milman (2012) suggests thatlow proficiency students may struggle to remain engaged with the target material on their own forextended periods and also may have difficulty with various types of media such as online videos.
Both the advantages and disadvantages of a flipped classroom raise the question of how to flip
effectively. The learning materials presented outside of the classroom must be both engaging andeasy to use and follow. In addition, instructional learning should help the learners understand andtransfer what they have learned in in-class production. The successful transfer of knowledge isessential, allowing learners to use their knowledge ‘creatively, flexibly, and fluently in different
settings and problems’ (Wiggins & McTighe, 2006, p.26). In Fries et al.’s (2020) practisingconnections framework, they creating a three-step process that can be applied to instructional design.
These steps include 1) create a productive struggle (i.e., responsive teaching); 2) making connections
explicit, and 3) providing practice with variations. Using technology-assisted learning, I believe thisframework can be applied to a flipped classroom.

Presentation Slideshows
The field of CALL (Computer-Assisted Language Learning) has seen a rapid increase inpopularity due to the demand for online classes brought on by the pandemic. This means the use oftechnological tools has become very common in the classroom. This has led teachers to look at new
ways of providing classroom instruction and to keep learners engaged. Presenting with software,such as Microsoft PowerPoint, has become the most popular method. Szaboa and Hastings (2000)
suggest that the use of PowerPoint can help learners focus attention and reduce distraction. This idea
is supported by Catherina (2006) and Wanner (2015) who feel that PowerPoint presentations are
more interesting than traditional lectures. In Wanner’s (2015) research, his university students statedthat pre-lecture PowerPoint presentations were helpful for their understanding of the lecture content.
Increased engagement can be explained by Cashman and Shelly’s (2002) research that foundstudents learn most effectively when using their five senses. PowerPoint presentations appeal tovarying learning styles, such as the use of visual, auditory, kinesthetic, and creative. In Oommen’s(2012), study, he found that out of 50 of his university students, 94% of them responded with a positive
attitude towards the use of PowerPoint, saying it was easy to follow, stimulated thinking, helped makebetter use of class time, and held their attention.
For slides to work in a flipped classroom, the slides must be accessible outside of class time.
This is possible through online publishing. Google Slides provides the function to publish slides
online as HTML. The coding can then be added to other clients and easily viewed by the learners. In
many universities, an online application named Blackboard (or Blackboard Learn) is used for online
teaching, where the slides can be uploaded and viewed before in-class lessons. In addition, the67

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research and suggestions made so far imply that these slides should be both visually pleasing andinteractive. Presentation software allows the utilization of media such as videos, audio, and images.
Animations and timings can also be used to necessitate when content is presented to the learner,
simulating the instruction of an in-class instructor. This means that the common use of slides as atool to complement a class or as a communication aid (Levy, 1997) has developed into the ability to
act as a surrogate teacher or manager of tasks.

Online Discussion Forums
Discussion forums/boards are a form of CMC (Computer-Mediated Communication) (Levy &Stockwell, 2006). They are not a new tool in online learning and have been the focus of an abundanceof research (Beatty, 2010; Thomas, 2002). They provide many benefits such as allowing students tointerconnect at their own pace, participate in group discussions, share content and knowledge, andtake part in pre-task planning (Ortega, 1997; Biesenback-Lucas, 2003; Bradshaw & Hinton, 2004;
Levine, 2007). Another benefit of having asynchronous online discussions is that they prevent
dominant students from monopolising discussions, and students may feel more comfortable
expressing their honest ideas and speak freely. Biesenback-Lucas (2003) believes that online
discussion boards provide a platform that allows ESL students to achieve “new levels of linguisticcompetence” (Mahoney, 2021, p. 57) and provides the opportunity to express their opinions in theirown words.
Online discussion forums also promote more active participation in students. Research has
shown that the forums promote the use of a larger lexical range. Warschauer (1997) found thatstudents used language that was lexically and syntactically more complex in electronic discussions
compared with face-to-face environments. Students can learn from their peers’ entries while also
correcting their lexical mistakes by noticing differences in their usage (Fitze, 2006). This may enable
ESL learners to boost their pragmatic competence and give them more time to reflect on their ideas
and the language being used. This idea is echoed by Satar & Ozdener (2008) whose research showedthat computer-mediated communication offers learners a safe environment to practice what they
have learned and also evaluate themselves while also understanding the benefits of speaking skills.
The use of online discussion forums has also been met with some criticism, especially fromlearners. Recent studies of online discussion boards used in Japanese universities have suggested
that students find the discussion boards useful but also challenging, and some did not appreciate theextra time spent outside of the classroom completing discussion board tasks (Miyazoe & Anderson,
2010; Nielson, 2013). Other studies have also been less conclusive where it has been argued thatwhile quantity and attitudes improved, there were no significant increases lexically or syntactically inasynchronous CMC discussions (Gonzalez-Bueno & Perez, 2000; Abrams, 2003).
Regarding the use of discussion forums in a flipped classroom, they can provide a place topractice through pre-task planning. The practising-connections framework put forward by Fries et al(2020) explains the need for varied practice after explicit instruction. In-class discussions would
traditionally follow a Present, Practice, Produce (PPP) method, and after being presented with theclass content (e.g. slides), the discussion forum would allow the learner to practice what they havelearned in an asynchronous discussion. Levelt’s (1989) speech production model explains that
production starts with conceptualizing, then formulating, and finally articulating. For secondlanguage learners, focusing on both meaning (i.e. generating ideas) and form (i.e. selecting
grammatical and lexical forms) at the same time adds an additional cognitive load and may affect68

DESIGNING A TECHNOLOGY-ENHANCED FLIPPED CLASSROOM MODEL USING INSTRUCTIONAL SLIDESHOWS AND COMPUTER-MEDIATED ASYNCHRONOUS DISCUSSIONS

production (Ellis, 2009). However, through pre-practice discussions online, the burden on working
memory can be reduced, allowing learners to focus on their L2 proficiency and in-class task
performance.

Research Study
MethodThe purpose of this study was to apply Fries et al.’s (2020) instructional design framework to aflipped classroom, allowing L2 learners in a university English Discussion class to discover lesson
content, make connections to the lesson topic, and practice using what they learned prior to in-classproduction. The participants were 109 first-year university students from 11 English Discussion
classes.
The Discussion Class is a mandatory course that students take once a week. For the first fourweeks, before their first discussion test, traditional methods of teaching were used. For their
homework, they had to read an article in their textbook to understand the next lesson’s topic. In
class, the discussion skills and target language were given through a lecture-style presentation,
which the students then used during in-class discussions.
After their first discussion test (Lesson 5), a flipped approach was applied to the classes using
technology-assisted tasks:
1.	Students were presented with discussion skills and target language that would usually bepresented in class. Slides were created, which were uploaded to their class Blackboard
website (Appendix, Image.1-4). The discussions skills and language were presented throughvarying methods such as a guided discovery task (e.g. gap fill activity) or dialogue
comparison (e.g., one dialogue containing the taught skill and the other without). Then,
using animated slides, the discussion skills were explicitly explained in more detail.
2.	The students took part in asynchronous, online discussions using a website named Kialo(Appendix, Image.5-6). A discussion question was taken from their textbook and added to thewebsite. The students then added their opinion by adding a “thesis”. Other students in theclass could then add opinions in agreement or disagreement. They were advised to add atleast four responses each and had to use the skills that they had learned from the slides.
They were also able the vote on how impactful others’ ideas were.
3.	The students’ entries were collated and added to slides that were reviewed before starting
the in-class discussions (Appendix, Image.7).
After their second discussion test (Lesson 10), the students were issued a Google Formquestionnaire requiring responses using five-point Likert scale-based answers, where students
provided their opinions related to the use of Kialo as a pre-task practice exercise. Qualitative data wascollected in the form of students’ reasons for whether they preferred the flipped or traditional
approach.
In addition, differences in their discussion test scores were observed through the collection ofquantitative data.
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Results
Out of 109 students, 100 completed the online survey (Appendix, Table.2). The first set ofquestions were related to learner outcomes. When asked whether Kialo was an easy-to-use tool, 90%
responded positively. This also implied that 10% of the students had difficulty with the website, whichhighlights the issues stated earlier by Milman (2012). The majority (86%) of students believed theonline discussions were helpful or very helpful in preparing them for the class, and most students feltthat it helped them practice/improve their critical thinking skills. While not an intention of theresearch, nearly every student believed the online discussions helped improve their English reading
and writing skills. In addition, every student believed it was a useful tool to practice the discussion
skills that they had learned from the slides. When asked whether their ideas from the online
discussions were used in class, 24.2% of students chose ‘Always’, and only 8.1% chose negative
responses. Instead of using ideas from a textbook article, students were able to research and present
their own ideas which were later used in class. This may imply that their cognitive load was lessened
as they had already generated ideas prior to in-class production. Finally, 97% of the students said thatthey had used other class members’ ideas during in-class discussions which supports earlier research
regarding the sharing of content and knowledge.
Part 2 asked the students whether the use of Kialo motivated them to research or think about
the textbook’s topics before class. Only 19% chose ‘Always’, which may indicate that the students did
not wish to spend out-of-class time researching. Although, 77% of the students chose options 3 or 4
(i.e., Sometimes and Often), which shows high levels of positive motivation.
Part 3 was a general assessment. 82% felt that using Kialo prepared them better for in-classdiscussions, while 18% chose the textbook reading. Reasons were given such as the examples below:• We can see other answers and expand our perspective using Kialo• Reading textbooks takes time, but Kialo doesn’t need long time. So, We can do it in our free time.
I think Kialo is efficient.
• It is because we can write freely what we thought of the question. It’s very good tool to prepare to
discussion, and practice to say own opinion. It has more uniqueness than reading textbook.
• I can research and get some information about the topic. If I have them, the discussion is goingsmoothly.
• Kialo is interesting but many people write Kialo late. So, I hard to coment three person. I usually
write coment at the very limit.
• I think Kialo is difficult to use. I couldn’t log in or anything to Kialo
In the comments, many of the students liked the collaborative aspect of online discussions, as
they could share ideas and understand each other better. This helped them clarify their own opinions
and prepare them when presented with ideas in class. Also, many students found it easy to use, andthe use of technology (e.g., smartphone) made it an efficient process for them. From a negative
perspective, the less computer literate students were not able to access the website. These students
never addressed this issue during the course.
Out of the 100 responses, 92% of the students said that Kialo should be used in future classes,
and on a scale of 1-10, all students chose 5 or over as an overall assessment, with 20% giving a perfectscore of 10.

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Test Scores
The Discussion Test is a skill-based test that has five categories. Each category is scored out of
5, with a total test score of 25 points. Points are gained through the utterance of taught skills,
questions, or new content.
The results (Table 1) showed a slight increase in test scores from nine of the groups after four
lessons of flipped teaching. This increase varied from 1.2% to 14%, with two classes scoring slightly
lower than their previous test. It’s important to note that the students were given the test questions
prior to both tests, which may have affected the results. This was done for ethical reasons. Also,
other factors may have affected the results, such as the students being more familiar with the test
structure, the students being more comfortable after completing half of the course, and motivation to
improve on their previous scores. The use of a control group (that only uses the traditional methods)
was considered but was thought to be ethically questionable in an education setting where all
students should be treated equally.
Therefore, while the increase in test scores may be attributed to the flipped approach, I feel the
results are inconclusive.
Table 1
Test scoresGroup

Traditional
Teaching Method

Computer-Assisted
Flipped Method

PointsDifference%
Difference

1

14.4

17.9

+3.5

+14

2

23.6

24.8

+1.2

+4.8

3

20.2

23.8

+3.6

+14.4

4

19.1

22.6

+3.5

+14

5

22.3

23.5

+1.2

+4.8

6

23.4

23.1

-0.3

-1.2

7

21.8

22.8

+1

+4

8

23.4

24.4

+1

+4

9

21.2

20.6

-0.6

-2.4

10

22.4

22.7

+0.3

+1.2

11

22.5

23.1

+0.6

+2.4

Mean Average

21.3

22.7

+1.4

+5.6

Conclusion
The study provided support to existing research regarding the use of both “blended” and“flipped” learning, allowing students to work at their own pace to prepare ideas and better understandcourse content before their in-class lessons. With the use of technology, the presentation stage ofcontent can be simulated outside of the classroom, giving students more time to process andunderstand it and creating more time during the class to be spent on production and reflection. In
addition, the use of online discussion forums (or in this case an online discussion website) can aid
students in preparing and practicing course content by allowing them to asynchronously research,
formulate, and develop ideas that can be later presented face-to-face. As explained by Ellis (2009),
this can reduce the learners’ cognitive load, allowing them to focus more on form.
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The research survey results provided evidence in support of such methods, as most students
favored the flipped ‘blended’ approach to the use of traditional methods. An added benefit was
highlighted regarding improved reading and writing skills, which adds plausibility to ideas by
Biesenbach-Lucas (2003), who stated that discussion forums help with grammar and vocabulary.
A blended approach to a flipped classroom should be considered by ESL educators, as
advancements in technology have made it possible for content to be presented and practised in newand more effective ways. Most importantly, it allows learners to have more control over their learningand facilitates more meaningful knowledge creation through critical thinking at their own pace.

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DESIGNING A TECHNOLOGY-ENHANCED FLIPPED CLASSROOM MODEL USING INSTRUCTIONAL SLIDESHOWS AND COMPUTER-MEDIATED ASYNCHRONOUS DISCUSSIONSAppendix
Image 1-4
PowerPoint Slide Examples

Image 5-6
Kialo Entries

Image 7
Presentation of Kialo Debate75

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Table 2
Questionnaire Results
Number of
students

Percentage %1. Do you think Kialo is an easy-to-use tool?

Strongly agree
Agree
NeutralDisagreeStrongly Disagree

29
40
21
8
2

29
40
21
8
2

2. Do you think Kialo helped you prepare ideas
for your in-class discussions?

Strongly agree
Agree
NeutralDisagreeStrongly Disagree

43
43
11
2
1

43
43
11
2
1

3. Do you think Kialo was a useful tool topractice and improve your critical thinking
skills?

Strongly agree
Agree
NeutralDisagreeStrongly Disagree

29
42
22
7
0

29
42
22
7
0

Strongly agree
Agree
4. Do you think Kialo was a useful tool to
Neutralpractice an improve you English writing skills?
DisagreeStrongly Disagree

36
39
22
0
2

36.4
39.4
22
0
2

5. D
 o you think Kialo was a useful tool topractice and improve your English reading
skills?

Strongly agree
Agree
NeutralDisagreeStrongly Disagree

34
39
22
5
0

34
39
22
5
0

6. D
 o you think Kialo was a useful tool topractice using Discussion Skills?

Strongly agree
Agree
NeutralDisagreeStrongly Disagree

35
42
23
0
0

35
42
23
0
0

7. H
 ow often did you use your ideas from theKialo discussions during n-class discussions?

Strongly agree
Agree
NeutralDisagreeStrongly Disagree

24
38
29
7
1

24.2
38.4
29.3
7.1
1

8. How often did you use other class members’
ideas from the Kialo discussions during in-classdiscussions?

Strongly agree
Agree
NeutralDisagreeStrongly Disagree

18
37
32
10
3

16.3
37.8
32.7
10.2
3.1

9. Do you think Kialo motivated you to researchor think about the textbook’s topics before
each class?

Strongly agree
Agree
NeutralDisagreeStrongly Disagree

19
46
31
3
1

19
46
31
3
1

Using Kialo

82

82

Completing the
textbooj reading

18

18

Question

10. W
 hich Discussion class homework better
prepared you for your in-class discussions?

Choices76

DESIGNING A TECHNOLOGY-ENHANCED FLIPPED CLASSROOM MODEL USING INSTRUCTIONAL SLIDESHOWS AND COMPUTER-MEDIATED ASYNCHRONOUS DISCUSSIONS

Question

ChoicesNumber of
students

Percentage %11. P
 lease give reasons for your Question 9
answer.

Examples from 68 responses:• Because we can see other people’s answers and expand ourperspectives using Kialo.
• Writing my ideas is good for preparing for class.
• Discussions became smooth after using Kialo.
• I think Kialo is difficult to use.

12. D
 o you think Kialo should be used in the
Discussion course next year?

Yes
No

92
8

92
8

13. W
 hat is your overall assessment for Kialo asa tool to prepare students for Discussion
classes?

Great
Good
NeutralBad
Very Bad

32
57
11
0
0

32
57
11
0
0

77