Benefits of Implementing Flipped Classroom in TEFL during Emergency Remote Teaching

 

Benefits of Implementing Flipped Classroom in TEFL during Emergency Remote Teaching

Irna Widyana Azizah, Ustufiarrizqi, Qotratinnada

Abstract

This study aims to seek deeper information from some literature about the benefits of the online flipped classroom in the field of teaching English as a foreign language (TEFL) in Emergency Remote Teaching which is conducted during the COVID-19 pandemic. For this purpose, a total of 18 articles collected from Google Scholar were reviewed. Library research was used as the method for data analysis. The benefits, challenges, and effectiveness of implementing the flipped online classroom model in the field of TEFL were discussed. This study revealed that there are more benefits than challenges of the implementation. This study argues that the challenges are worth doing because it has been proven that implementing flipped online classrooms in the field of TEFL during the pandemic is effective. Some recommendations are given based on the reviewed literature for practitioners and future researchers.

Keywords: flipped classroom, emergency remote teaching, TEFL, flipped online classroom

1.        Introduction

COVID-19 pandemic which spread all over the world at the end of 2019 forced the schools and universities to stop their face-to-face teaching and apply emergency remote teaching (ERT). Indonesia is one of the countries in which ERT has been applied through this pandemic era. Each level of education in Indonesia has been struggling to implement ERT optimally, one of which is higher education (Zhafira, Ertika, & Chairiyaton, 2020). According to The guide book of Higher Education Students during The Covid-19 Pandemic about College Learning and Implementation of Merdeka Belajar from Dirjen Dikti Kemendikbud Republik Indonesia, The ability of lecturers and students in online learning are varied. Some of them have become familiar. Meanwhile, there are still some who are forced and not ready to implement ERT. However, outbreak conditions give no option to everyone. They have to be ready to utilize information technology to prevent the outbreak from spreading.

 In ERT which is conducted through online learning, the interactions between students with other students and students with their teachers are one of its underlying principles (Schultz & DeMers, 2020). This is why it is important for a teaching model to keep students engaged by maintaining these interactions. It is because students need a sense of community. However, because of its abrupt transition, the sense of community in ERT is really hard to build (Demuyakor, 2020). In this situation, flipped classroom models can be offered as the solution to enhance student engagement, interaction, and motivation because it enhances students’ problem-solving skills by learning the materials outside the classroom (Altemueller & Lindquist, 2017).

Flipped classroom learning, which is a key part of the initiation of blended learning models offers readiness and preparation for students and lecturers before the course begin (Bonk and Graham, 2006). Flipped classroom model has the main goal to reduce the possibility of passive learning that has minimum interaction by supplying material before the course begins so that when students come to class, they have been provided with basic knowledge and the essence of the material that is going to be discussed (Bergmann & Sams, 2012). Then, the concept of student-centered learning with the supervision and assistance of lecturers became an advanced activity carried out (Lantolf, 2011).

However, the effectiveness of flipped classrooms needs to be aligned with a thorough understanding and appropriate practices by lecturers and students. Although, there are still many experts who try to measure the success rate of the implementation of this flipped classroom model, Flipped Classroom Network formulates four pillars that support the success of reaching the big goals of the flipped classroom, including flexible environment, learning culture, intentional content, and professional educator (Chen Hsieh, Wu, & Marek, 2017). The benefits of using the flipped classroom method will be measurable when these four pillars can be fulfilled. This model is also suitable for any subject, including English (Strelan et al., 2020). Regarding the benefits of using flipped classroom methods, many types of research have been conducted by experts (Bergmann and Sams, 2012). In the TEFL context, however, it appears that almost no research discussed the benefits of using this method in the context of the online classroom which is strongly needed for ERT in the pandemic era. Therefore, this study was intended to fill the gap by investigating the benefits of implementing flipped classrooms in teaching English as a foreign language in an online classroom context.

This study begins with an introduction to the problem. Then, the literature supporting this study is explained and reviewed in order to specify the theories useful for this study as well as the existing gap between the previous researches. After that, the research method is described. Then, the findings are discussed thoroughly to get the best answers to the research questions. Finally, the research paper ends with a conclusion and recommendation for future research and for the related field in general.

2.        Literature Review

2.1.  Emergency Remote Teaching

According to Bacow's research (2020), the extreme precautionary measures that have been implemented in most higher education institutions around the world to avoid possible pandemic exposure will essentially transform the way classes are taught. In the same way, the COVID-19 pandemic would force universities to stop differentiating between the classroom and online programs (Blumenstyk, 2020). Due to the emergency situation that appears now, there is a product shift from the concept of online learning to emergency remote teaching that represents “a temporary shift of instructional delivery to an alternate delivery model due to crisis circumstances” (Hodges et al., 2020). However, this condition leads to the number of challenges that should be dealt with by both teachers and students, especially in terms of social challenges (Ferri, Grifani, Guzzo, 2020) because the point of satisfaction in the online learning environment is closely related to social challenges such as student's engagement, social relations and interactions (Richardson et al., 2017).

Many studies show that online learning has no guarantee of the interaction between human-to-human both teachers-students and students-students (Lowenthal & Snelson, 2017). At the same time, the feeling of isolation as the effect of distance learning could not be avoided (Hunt, 2015). Social challenges make students feeling demotivated because they seem to be a little less satisfied with online courses, and as a result, they slightly prefer face-to-face courses (Tratnik et al., 2019). Compared to face-to-face teaching, attending class by sitting in front of the screen through online courses shows a high level of technology-related fear, anger, and helplessness (Butz et al., 2015). In addition, the limited social exchange because of the pandemic may foster other negative emotions such as social isolation which can raise the level of stress (Miller, 2020). To be able to deal with the social challenges, teachers should build a sense of satisfaction through the ERT by preparing the learning content that is highly relevant for the online learning atmosphere and designing the learning activities to increase students' engagement. (Weidlich & Bastiaens, 2018).

2.2.  Flipped Classroom

In order to encourage teachers to be more organized in structuring and preparing relevant learning content for the student, as well as structuring learning activities, the flipped classroom is one of the most effective options (Strelan et al., 2020). The flipped classroom is a type of teaching strategy and blended learning that changes the traditional learning path by sending classroom content (usually online) outside the classroom and transferring activities (including activities traditionally considered at home) to the classroom and in the upside-down classroom, students watch online lectures, collaborate on online discussions or conduct research at home, and participate in teacher-led classroom concepts (Abeysekera & Dawson, 2015). According to Delozier and Rhodes (2017), the flipped classroom is a modern strategy in which teachers provide students with subject content in various forms, such as recorded lectures, videos, and e-reading for students to view these materials and understand this information before class.

Teachers need to invest their commitment to the class while organizing a flipped classroom model because a great effort to clarify the purpose of the tasks and the intended learning outcomes to the students is needed to enhance the flipped classroom learning outcomes (Strelan et al., 2020). It is because students are required to do extra workload even before the class begins, and there are also students who might struggle with internet connection if the materials are delivered through online media (Turan & Akdag-Cimen, 2019). However, this struggle is worth the benefits of flipped classroom implementation.

Many research has confirmed the benefits of implementing the flipped classroom in the blended learning context. The most noticeable benefits are that students can learn at their own pace (Altemueller & Lindquist, 2017; Andujar & Nadif, 2020; Fathi & Rahimi, 2020; Namaziandost et al., 2020; van Alten et al., 2020), and that teacher can address students’ learning difficulties because students have been equipped with learning materials before participating in the class (Altemueller & Lindquist, 2017; Andujar & Nadif, 2020). In the field of ELT, research conducted by Turan & Akdag-Cimen (2019) revealed that there are many other benefits of flipped classroom models in a blended learning context. The research adopted systematic review research, and it focused on knowing the trends and main findings of research about the flipped classroom in the field of ELT. They concluded that the benefits of the flipped classroom model in the field of ELT found in the sample research is that it can enhance students’ engagement, English language skills, interactions, achievements, motivation, higher-order thinking skills, use of deep learning strategies, and ICT skills.

According to Namaziandost et al. (2020), there is no negative effect of the flipped classroom model experienced by EFL students in a blended learning context. On the other hand, in the context of online learning which is needed urgently during COVID-19 pandemic situation, some problems are noticeable. Research conducted by Stöhr et al. (2020) revealed that an online flipped classroom leads to larger performance polarization amongst students. The researchers found that some students performed better in the flipped online classroom, while the others found it more difficult to learn using this model. It was also found in this research that the cause of this polarization was due to the lesser interaction between students and the teacher. Some highly performing students got more chances to interact with the lecturers while most of the underperforming students got fewer chances. This research, however, was not specific to the field of TEFL. Addressing this gap, this study aims to seek deeper information from some literature about the benefits of the online flipped classroom in the field of TEFL during the COVID-19 pandemic. Therefore, for the aim of the study, answers to the following research questions were sought:

Research Question 1 (RQ1). What are the benefits of implementing the flipped online classroom model in the field of TEFL during COVID-19 pandemic?

Research Question 2 (RQ2). What are the challenges of implementing the flipped online classroom model in the field of TEFL during COVID-19 pandemic?

Research Question 3 (RQ3). How is the effectiveness of implementing the flipped online classroom model in the field of TEFL during COVID-19 pandemic?

3.        Research Methodology

This study is done using the library research method. According to Noeng Muhadjir (1996: 169), library research is research that requires more philosophical and theoretical process than empirical tests in the field. According to Zed (2008: 3), library research is a series of activities relating to methods of collecting library data, reading, taking notes, and processing research materials. Therefore, the researchers collect data and then learn the books/ articles that are relevant to this study about the benefits of implementing a “flipped classroom” strategy, especially during the pandemic in which the teaching and learning process is done online or what we call ERT (Emergency Remote Teaching).

In data collection, researchers used the documentation method. According to Moloeng (2010: 216), documents are any written materials. Meanwhile, according to Sugiyono (2010: 320) documentation is a record of events that have already occurred, it can be in the form of oral, written, pictorial, or monumental works of a person. This study reviewed 20 journal articles about the implementation of the online flipped classroom model in the field of EFL dated from 2019-2021 in which online learning technology has advanced due to the emergency need because of the COVID-19 pandemic.

The research procedures were:

1.      Collecting 18 journal articles about the implementation of the online flipped classroom model in the field of EFL dated from 2019-2021 from Google Scholar with keywords “Flipped Classroom EFL” and “Online Flipped Classroom EFL”.

2.      Analyzing the data, so that the researchers can conclude about the problem which is discussed.

3.      Reviewing the data to answer the research questions.

4.      Concluding the research and giving recommendations based on the results.

4.        Findings and Discussion

4.1.  Findings

There are 18 national and international articles that were being analyzed. Among them, there were only 7 articles that clearly mentioned the field of TEFL they studied, and they are English writing proficiency (n=6), English grammar competence (n=1) and English Pragmatic competence (n=1). The present study concerns with the online flipped classroom as the initiative method for teaching and learning during COVID-19 pandemic. Therefore, the articles that researchers used were published from the end of 2019 until 2021. In total, there were 18 national and international-related articles.

From the analyzed articles, most of them were conducted by using experimental studies that divide the participants into two groups and then give them different treatment. Besides, the quantitative method was also commonly used among the analyzed articles by using instruments such as structured interview, questionnaire, etc. However, the keyword of online flipped classroom during the covid-19 pandemic is still a lack of research in the field. For instance, of the number of journals about online flipped classroom, most of them investigated the original model of the flipped classroom that was published in approximately 2012 until 2018 and according to the topic, those articles were not qualified because the context is out of covid-19 outbreaks.

The benefits of implementing online flipped classroom during COVID-19 Pandemic

Table 1. The benefits of implementing online flipped classroom during the -19 pandemic

Benefits	f	Articles
Improving students’ English writing proficiency	5	Abe (2020), Dugartsyrenova (2020), Su Ping et al. (2020), Wu et al. (2020), Sarani, (2021)
Promoting student autonomy and control over their own learning	3	Gasparini (2020), Heni & Saiful (2021), Susana (2020)
Increasing learning motivation	2	Erdemir & Eksi (2019), Susana (2020)
Students feel more confidence in their English skills during the class	2	Aldosari (2020), Erdemir & Eksi (2019)
Building students’ positive attitudes and perceptions	2	Singay (2021), Susana (2020)
Improving students’ engagement	2	Haghighi (2019), Wu et al (2019)
Building a fun student-centered learning environment and a collaborative learning atmosphere	1	Erdemir & Eksi (2019)
Improving students’ attention	1	Abuhmaid and Muhammad (2020)
Improving self-interest, and English Writing proficiency	1	Sun et al (2019)

Based on the table, improving students’ English writing proficiency is the most frequent benefit found in the present study (f=5). Then, it is followed by the benefit that it promotes student autonomy and control over their own learning (f=3).

The challenges of implementing online flipped classroom during COVID-19 pandemic

Table 2. The challenges of implementing online flipped classroom during COVID-19 pandemic

Challenges	f	Articles
Flipped online classroom cannot be conducted in a big class	1	Sarani (2021)
Teacher should give extra feedback in the phase of preparatory	1	Thai et al (2020)
Teachers need to spare extra time to prepare the preparatory phase	1	Khan and Abdou (2020)
Teachers need to carry out extra effort to improve students’ self-regulated learning	1	Khan and Abdou (2020)
Teachers need to determine methods to ensure students’ accountability for their individualized learning	1	Ramirez (2019)

Table 2 reveals that the challenges are mostly faced by the teacher in preparation section and in-class section (f=5).

The effectiveness of implementing online flipped classroom during COVID-19 pandemic

Table 3. The effectiveness of implementing online flipped classroom during COVID-19 pandemic

Findings	f	Articles
Online Flipped Classroom is considered to be an effective way to teach during the pandemic	5	Abe (2020), Dugartsyrenova (2020), Su Ping et al. (2020), Sarani (2021), Singai (2021)
No statistically different from Campus base format and Online Flipped Classroom	1	Sthör et al (2019)

From table 3, it is revealed that flipped online classroom model is considered an effective to be implemented during COVID-19 pandemic (f=5). One article revealed that there is no difference in statistics between the campus-based format used in the original flipped classroom and the online flipped classroom.

4.2.  Discussion

Almost all participants who were involved through the examined studies of full online flipped learning were university students. These findings are in line with the research conducted by Turan and Akdag-Cimen (2019) that found a similar result. This fact is not surprising because the adult learners who are being the object of this method are highly possible to follow the complete instruction. In addition, the implementation of online flipped learning enforce students’ self-regulated learning that is expectedly mastered by adult learners (Khan and Abdou, 2020).

The analyzed articles indicated that online flipped classroom has a positive impact in improving students’ English skills proficiency, especially in writing (f=5). Online flipped learning conducted virtually include pre-class activity, in-class activity, and after-class activity. This method allows every student to be able to explore their knowledge and practice it under the guidance of the teacher (Veldthuis, 2020). They avoid feelings of demotivation by experiencing the flipped online classroom implementation (Wu et. al, 2020). However, such studies are still lacking the literature. Particularly, the surplus of flipped learning that is about teacher’s additional feedback (Hall & DuFrene, 2016) for each activity (pre-class activity, in-class activity, and after-class activity) might be beneficial to be implemented for improving other language skills.

Another benefit of implementing flipped online classrooms during the COVID-19 pandemic found in the present study is that it enables students’ autonomy and control over their own learning (f=3). It indicates that students can develop their self-regulated learning which is urgently needed in online learning as one of the factors determining its success, especially in the COVID-19 pandemic situation (Sulisworo et al., 2020). Students can study in their own pace and it aligns with the previous studies (Altemueller & Lindquist, 2017; Andujar & Nadif, 2020; Fathi & Rahimi, 2020; Namaziandost et al., 2020; van Alten et al., 2020). Other findings suggest that the implementation of the flipped online classroom during the COVID-19 pandemic can increase students’ motivation, positive attitudes and perceptions, confidence, and engagement during the class. These findings align with the theory that proposing the preparatory phase before the class and improving interactive learning during the class make online flipped classroom is believed to be the initiative method to engage the students (Bergman & Sams, 2012). In addition, other advantages were also revealed such as grabbing students' attention, improving students' satisfaction through an online learning environment, and enhancing their self-interest to the given material. It aligns with the previous study which was conducted by Turan & Akdag-Cimen (2019).

Although many advantages have been found in the reviewed literature, there are also the challenges that are mostly faced by teachers (f=5). Almost all of them are related to the teacher's responsibility in creating well-organized and interactive lesson planning virtually. Teachers need to give extra feedback, spare extra time to prepare the class, give extra effort to ensure students improve their self-regulated learning, and do their best to determine methods for ensuring students’ accountabilities in their individualized learning (Thai et al. 2020; Khan & Abdou, 2020; Ramirez, 2019). As mentioned by Strelan et al. (2020), teachers indeed need to carry out extra efforts in order to succeed in this model. Besides, flipped online classroom model cannot be conducted in a big class because it would be really hard for teachers to monitor the class activities (Sarani, 2021).

Despite of its challenges, more benefits can be generated from implementing flipped online classroom model as indicated by the present study. Besides, the present study has proven that the online flipped classroom is considered as an effective method in teaching English during the pandemic era as it can enhance the students’ engagement and their overall learning achievement (f=5). This is why teachers should challenge themselves and give their extra effort to implement this model. It is suggested for the practitioners to prepare media needed for the implementation as detailed as possible because the media, such as videos, can be used many times without changing anything. In other words, even though teachers need to teach in many classes with many people, they don’t need to re-explain the materials manually. It, therefore, makes teachers’ extra efforts worth doing.

5.        Conclusion and Recommendation

            This study has revealed that implementing flipped online classroom model in TEFL during the COVID-19 pandemic has many benefits which support previous studies. Despite of its challenges, this model is still worth doing because it generates more benefits and has been proven to be effective. In order to overcome the challenge that teachers need extra effort for implementing this model, it is recommended for practitioners to prepare the teaching media as good as possible, which, therefore, can be used many times for many classes. This study, however, only managed to collect 18 articles because of the lack of access to some paid articles. It is recommended for future researchers to explore more articles in order to gain a deeper understanding of the topic. Future studies should also cover how this model is implemented during the pandemic situation.

References:

Abe, M. (2020). Interactional practices for online collaborative writing. Journal of Second Language Writing, 49, 100752. https://doi.org/10.1016/j.jslw.2020.100752

Abuhmaid, A., & Mohammad, A. (2020). The impact of flipped learning on Procrastination and students’ attitudes toward It. Universal Journal of Educational Research, 8(3), 566–573. https://doi.org/10.13189/ujer.2020.080228

Aldosari, B. I. (2020). The Relationship Between Self-Efficacy, Behavioral Engagement,           and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341–358. https://doi.org/10.1111/1467-8578.12177

Al-Maroof, R. A., & Al-Emran, M. (2021). Research trends in flipped classroom: a systematic review. Recent Advances in Intelligent Systems and Smart Applications, 253-275.

Andujar, A., & Nadif, F. Z. (2020). Evaluating an inclusive blended learning environment in EFL: a flipped approach. Computer Assisted Language Learning, 0(0), 1–30. https://doi.org/10.1080/09588221.2020.1774613

Bacow, L. 2020. COVID-19 – Moving classes online, other updates. [Community Message]. Harvard University, June 17. Retrieved from https://www.harvard.edu/covid-19-moving-classes-online-other-updates

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Arlington: International Society for Technology in Education.

Blumenstyk, G. 2020. “Why Coronavirus Looks like a ‘Black Swan’ Moment for Higher Ed.” Chronicle of Higher Education. March 1. Retrieved from https://www.chronicle.com/article/Why-Coronavirus-Looks-Like-a/248219?cid=cp275

Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: Global perspectives, local designs. New Jersey: John Wiley & Sons.

Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). “Flipping” Texas state university’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72–77. doi:10.1097/00001416-20130700000010

Bradford, M., Muntean, C., & Pathak, P. (2014, October). An analysis of flip-classroom pedagogy in first year undergraduate mathematics for computing. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-5). IEEE.

Butz, N. T., Stupnisky, R. H., & Pekrun, R. (2015). Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach. Research in Learning Technology, 23. https://doi.org/10.3402/rlt.v23.26097

Cai, J., Yang, H. H., Gong, D., MacLeod, J., & Zhu, S. (2019). Understanding the continued use of flipped classroom instruction: a personal beliefs model in Chinese higher education. Journal of Computing in Higher Education, 31(1), 137-155.

Chen Hsieh, J., Huang, Y. M., & Wu, W. C. (2017a). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. doi:10.1016/j.chb.2016.12.066

Chen Hsieh, J., Wu, W. C., & Marek, W. M. (2017b). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21.doi:10.1080/09588221.2015.1111910

Demuyakor, J. (2020). Coronavirus (COVID-19) and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China. Online Journal of Communication and Media Technologies, 10(3), e202018. https://doi.org/10.29333/ojcmt/8286

Direktorat Jendral Pendidikan Tinggi Kemendikbud (2020). Buku Pendidikan Tinggi di Masa Pandemi Covid-19: Pembelajaran Perguruan Tinggi dan Implementasi Merdeka Belajar di Masa Pandemi Covid-19

Dugartsyrenova, V. A. (2020). Supporting genre instruction with an online  academic writing tutor: Insights from novice L2 writers. Journal of English for Academic Purposes, 44, 100830. https://doi.org/10.1016/j.jeap.2019.100830

Erdemir, N., & EKŞİ, G. Y. (2019). The perceptions of student teachers about using an online learning environment ‘Edmodo’in a ‘flipped classroom’. SDU International Journal of Educational Studies, 6(2), 174-186. https://doi.org/10.33710/sduijes.638795

Fathi, J., & Rahimi, M. (2020). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning, 1–39. https://doi.org/10.1080/09588221.2020.1825097

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.

Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114.

Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293. https://doi.org/10.1080/09588221.2018.1504083

Hall, A. A., & DuFrene, D. D. (2016). Best practices for launching a flipped classroom. Business and Professional Communication Quarterly, 79(2), 234-242. https://doi.org/10.1177%2F2329490615606733

Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A. 2020. The difference between emergency remote teaching and online learning. July 15. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Hunt, A. M. (2015). Blended online learning in initial teacher education: A professional inquiry into pre-service teachers’ inquiry projects. Journal of Open, Flexible and Distance Learning, 19(2), 48–60.

Khalil, R. M. R. (2016). Assessment as a learning tool in a flipped English language classroom in higher education.

Khan, M., Hossain, S., & Abdou, B. (2020). Flipped Classroom: How Institutions of Higher Education (HEIs) of Bangladesh Could Move Forward During Covid-19 Pandemic.

Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. Alternative approaches to second language acquisition (pp. 36–59). Abingdon: Routledge.

Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of computing in higher education, 29(2), 179-200.

Lowenthal, P. R., & Snelson, C. (2017). In search of a better understanding of social presence: An investigation into how researchers define social presence. Distance Education, 38(2), 141–159. https://doi.org/10.1080/01587919.2017.1324727

Marina, H., & Ridlo, S. (2021). The Effectiveness of Flipped Classroom to Improve Students' Concept Understanding and Self Efficacy during the Covid-19 Pandemic. Journal of Biology Education, 10(1), 70-76. https://doi.org/10.15294/jbe.v10i1.45190

Miller, G. (2020). Social distancing prevents infections, but it can have unintended consequences. Science. https://doi.org/10.1126/science.abb7506

Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. https://doi.org/10.3928/01484834-20130919-03

Namaziandost, E., Ziafar, M., & Neisi, L. (2020). Students’ attitudes toward flipped classroom model: Focusing on Iranian advanced EFL learners. English Language Teaching and Research Journal (ELTAR-J), 1(2), 16. https://doi.org/10.33474/eltar-j.v1i2.6411

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002

Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.00

Sarani, A., Zarei, M. J., & Navidinia, H. (2021). Effect of Online Flipped Classroom on Students' Writing Development at Senior High School. Journal of English Language Teaching and Learning, 12(26), 495-515. https://doi.org10.22034/ELT.2021.44600.2348

Singay, S. Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3), 666-674. https://doi.org/10.17509/ijal.v9i3.23217

Schultz, R. B., & DeMers, M. N. (2020). Transitioning from Emergency Remote Learning to Deep Online Learning Experiences in Geography Education. Journal of Geography, 119(5), 142–146. https://doi.org/10.1080/00221341.2020.1813791

Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers and Education, 147(December 2019). https://doi.org/10.1016/j.compedu.2019.103789

Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314

Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. b., & Chen, W. S. (2020). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305-316. https://doi.org/10.1080/14703297.2019.1574597

Sulisworo, D., Fitrianawati, M., Maryani, I., Hidayat, S., Agusta, E., & Saputri, W. (2020). Students’ self-regulated learning (SRL) profile dataset measured during Covid-19 mitigation in Yogyakarta, Indonesia. Data in Brief, 33, 106422. https://doi.org/10.1016/j.dib.2020.106422

Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713-729.

Susana, K. Y., & Brahma, A. G. R. W. (2020). The implementation of flipped learning in writing class during the pandemic:           students’ perception and reflection. ISoLEC Proceedings, 4(1),       129-136.

Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1-12.

Thai, N. T. T., De Wever, B., & Valcke, M. (2020). Feedback: an important key in the online environment of a flipped classroom setting. Interactive Learning Environments, 1-14. https://doi.org/10.1080/10494820.2020.1815218

Tratnik, A., Urh, M., & Jereb, E. (2019). Student satisfaction with an online and a face-to-face Business English course in a higher education context. Innovations in Education and Teaching International, 56(1), 36–45. https://doi.org/10.1080/14703297.2017.1374875

Turan, Z., & Akdag-Cimen, B. (2019). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117

van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). Effects of self-regulated learning prompts in a flipped history classroom. Computers in Human Behavior, 108, 106318. https://doi.org/10.1016/j.chb.2020.106318

Veldthuis, M., Alers, H., Malinowska, A., & Peng, X. (2020, October). Flipped classrooms for remote teaching during the COVID-19 pandemic. In Proceedings of the 9th Computer Science Education Research Conference (pp. 1-2).

Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369.

Wasserman, N. H., Quint, C., Norris, S. A., & Carr, T. (2017). Exploring flipped classroom instruction in Calculus III. International Journal of Science and Mathematics Education, 15(3), 545-568.

Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. The Journal of Asia TEFL, 11(4), 53-87.

Weidlich, J., & Bastiaens, T. J. (2018). Technology matters – The impact of transactional distance on satisfaction in online distance learning. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3417

Wu, W. C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2020). Free from demotivation in EFL writing: the use of online flipped writing instruction. Computer Assisted Language Learning, 33(4), 353-387. https://doi.org/10.1080/09588221.2019.1567556

Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International review of research in open and distributed learning, 17(3), 313-340.

Zhafira, N. H., Ertika, Y., & Chairiyaton. (2020). Daring Sebagai Sarana Pembelajaran Selama Masa Karantina Covid-19. Jurnal Bisnis Dan Kajian Strategi Manajemen,4 (1), 37-45. https://doi.org/10.35308/jbkan.v4i1.1981