Designing a Technology-Enhanced Flipped Learning Model Using Schoology LMS

摘要

This study aims to provide a design of the flipped learning instructional model for teaching a Cross-Cultural Understanding course for EFL students. A bottom-up of flipped learning model based on Blooms' taxonomy of cognitive domain has been produced. A Learning Management System (LMS), known as `Schoology' adopted as a platform to share the recorded video lectures for students' learning before attending class. Three main activities are proposed and recommended for students' learning outside of the class, namely, `Watching', `Note-taking', and `Quiz' (WNQ), while group discussions and peer-evaluation are two mains activities practiced in the class. This study suggests that a bottom-up of flipped learning model based on Blooms' taxonomy is potentially implemented not only for teaching a Cross-Cultural Understanding but also other subjects. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.