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This chapter will look at the lessons learnt in the application of the flipped classroom method to several learning environments. It will cover the teaching of Arabic as a second language to mostly English native speakers in a face-to-face environment using a variety of flipped technologies and teaching coding to Arab native speakers (mostly Syrian refugees) in a project-based and blended learning environment. In the case of learning Arabic for native English speakers, the challenge arose out of Arabic teachers at lower levels (beginner or intermediate) having difficulty teaching concepts related to Arabic grammar. Through flipped classroom with videos that had been recorded by an English native speaker, instructors overcame this difficulty such that these videos are now part of the normal curriculum for these two levels. In the same learning context, but at higher levels, interactive flipped classroom videos were employed to increase the comprehension of students prior to class and decrease their frustration, thereby improving the level of engagement and active learning in class. For the teaching of coding using flipped videos and coding platforms, these were applied for some time in class in order to train the students to become proficient at learning independently. The challenge remains of having the refugee students develop and implement their own learning plan and a proposal is made for an onboarding and mentorship program to help accomplish this goal. |
