Volume 13 - Issue 73
/ January 2024
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http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2024.73.01.14
How to Cite:
Valentieva, T., Pak, A., Lebid, O., Volkova, N., & Karpova, M. (2024). The use of innovative technologies for teaching the
humanities. Amazonia Investiga, 13(73), 177-186. https://doi.org/10.34069/AI/2024.73.01.14
The use of innovative technologies for teaching the humanities
Використання інноваційних технологій при викладанні гуманітарних дисциплін
Received: December 28, 2023 Accepted: January 29, 2024
Written by:
Tatyana Valentieva1
https://orcid.org/0000-0002-5697-8281
Antonina Pak2
https://orcid.org/0000-0001-9298-3697
Olha Lebid3
https://orcid.org/0000-0001-6861-105X
Nataliia Volkova4
https://orcid.org/0000-0003-1258-7251
Maryna Karpova5
https://orcid.org/0000-0002-7694-0379
Abstract
The study of the flipped classroom methods is
important for improving the quality of education
and the effectiveness of learning in the context of
modern technological changes and growing
interest in distance education. The aim of this
study was to determine the effectiveness of the
use of the flipped classroom model in learning a
foreign language for professional purposes.
Testing was used to diagnose the effectiveness of
assimilation of educational material, which
included various types of tasks: multiple
response, error correction, matching, fill in the
blanks, open-ended tasks, completed responses.
The total number of tasks is 25 (5 for each type)
and questionnaires to determine the level of
satisfaction with educational video materials and
online learning. Tests and questionnaires were
pre-validated according to the research
objectives. The obtained results (χ2emp = 8.095 >
χ2 0.05 = 7.815) gave grounds to conclude that
1
Candidate of Pedagogical Sciences, Senior Lecturer at the Department of Preschool and Primary Education, Faculty of Preschool,
Primary Education and Arts, T.H. Shevchenko National University "Chernihiv Colehium", Chernihiv, Ukraine. WoS Researcher
ID: GPW-7211-2022
2
Ph.D in Korean Language Education, Senior Lecturer, The Department of Western and Eastern Languages and Their Teaching
Methods, the Faculty of Foreign Languages, South Ukrainian National Pedagogical University named after K.D. Ushinsky, Odesa,
Ukraine. WoS Researcher ID: JMO-6222-2023
3
Doctor of Pedagogical Sciences, Professor, Department of Innovative Technologies in Pedagogy, Psychology and Social Work,
Alfred Nobel University, Dnipro, Ukraine. WoS Researcher ID: AAG-3865-2020
4
Doctor of Pedagogical Sciences, Professor, Head of the Department of Innovative Technologies in Pedagogy, Psychology and Social
Work, Alfred Nobel University, Dnipro, Ukraine. WoS Researcher ID: AAG-4207-2020
5
Senior Lecturer, Department of Innovative Technologies in Pedagogy, Psychology and Social Work, Alfred Nobel University,
Dnipro, Ukraine. WoS Researcher ID: KFQ-1356-2024
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the blended learning model of flipped classroom
in the development of foreign language
competence is more effective than traditional
learning. The experiment showed that this format
helps students implement an individual learning
trajectory, which contributes to improving
academic performance. It was determined that
the effectiveness of using this model depends on
the quality of video materials and students’
ability to organize their own independent work.
The prospects of further research фку the study
of the influence of the application of the flipped
classroom model on the students’ learning
motivation.
Keywords: innovative learning technologies,
blended learning, distance learning, flipped
classroom, the Humanities.
Introduction
The rapid growth of information flows requires
the abandonment of reproductive learning based
on knowledge transfer. The main goal of
education is to develop students’ self-learning
and goal-setting ability, the ability to learn
independently and achieve set goals, to creatively
use existing knowledge and skills to solve new
non-trivial both professional and personal tasks.
The transition to a mixed form of education in
connection with the Covid-19 pandemic and the
invasion of the Russian Federation on the
territory of Ukraine required updating methods
of working in remote mode, the search for the
most effective models of the organization of
education.
So, there is a need to shift to learning models that
shape and develop students’ ability and readiness
for lifelong learning (Gok et al., 2023).
Blended learning is currently widespread. This is
a pedagogical approach that combines elements
of traditional education and education with the
use of information and communication
technologies. There are several generally
accepted options for implementing blended
learning. For example, Staker and Horn (2012)
proposed a classification of blended learning
based on the role of technology and the time
students spend in different learning
environments. These are the Lab Rotation
Model, the Rotation Model, the Flex Model, the
A La Carte Model, and the Enriched Virtual
Model.
The term “flipped classroom” was introduced
into educational practice in the early 2000’s and
arose as a reaction to the growing availability and
use of video materials and online resources in
education. The concept of flipped classroom
became popular thanks to the researchers and
educators Bergmann and Sams (2012), who
actively developed and popularized this
pedagogical approach.
The idea behind the flipped classroom is to
change the traditional learning model. The
flipped classroom approach aims for more
interactive and engaged learning, where students
actively interact with the material and with each
other, and the teacher acts as a facilitator. This
approach became popular in education and made
it possible to revise traditional teaching methods.
However, the issue of empirical research of the
effectiveness of this method remains open
despite significant studies of the effectiveness of
this type of blended learning, as well as the
advantages and disadvantages of the flipped
classroom model in academic discourse.
Therefore, the aim of this research is to study the
effectiveness of using the flipped classroom
model in learning a foreign language.
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The aim involved the fulfilment of the following
research objectives:
− study the effectiveness of the learning of
educational material after the
implementation of the flipped classroom
model and compare it with the traditional
method;
− determine the level of students’ satisfaction
with the learning process based on the
flipped classroom model and support in
online learning;
− evaluate students’ satisfaction with
educational video materials who studied
with the use of the flipped classroom model.
In the next section, an analysis of the scientific
sources of the identified problem is carried out.
The “Methodology” section describes the
diagnostic methods used, the sample, the
research base, and the ethical criteria for its
conduct. The “Results” section presents the
obtained static data of the study. In the
“Discussion” section, the results are interpreted
and compared with other studies. The
conclusions summarize the results and define the
prospects for further research.
The conducted research provides grounds for
wider implementation of the modified learning
model “inverted classroom” in the educational
process of educational institutions. The results
that were obtained contribute to updating the
teaching methodology of humanitarian
disciplines in a mixed format.
Literature review
The analysis of recent publications made it
possible to single out a number of English-
language terms associated with the concept of
mixed learning: blended learning, hybrid
learning, flipped learning.
Blended or hybrid learning should not be
confused with flipped classroom. In a blended
learning, the teacher replaces part of the
classroom sessions with remote ones, but the
method of conducting the lesson and the
distribution of didactic roles may remain
unchanged (Yajie & Jumaat, 2023). Flipped
classroom is only one of the models of the
implementation of blended learning, in which
classroom sessions focus on exercises,
laboratory, and practical research, while new
material is learnt offline with the help of online
technologies and the use of opportunities of the
digital educational environment (Horban et al.,
2022).
According to Valizadeh and Soltanpour (2020),
the flipped model of blended learning is an
approach based on active learning.
The flipped classroom can be more beneficial
compared to the traditional methods that are
mostly used in higher education (Vitta &
Al-Hoorie, 2023). However, it will not be more
useful in other educational stages where
traditional approaches are not usually used, for
example, in primary education
(Galindo-Dominguez, 2021; Tretiak et al., 2021).
Therefore, using this model is most effective in
higher education, where most of the information
is learned by students during independent work.
Jdaitawi (2019) notes that the flipped classroom
strategy can be used to promote self-regulated
learning and strengthen students’ social
connections.
Turan and Akdag-Cimen (2020) note that the
flipped classroom method in learning English for
professional purposes has gained popularity
among researchers after 2014, and the number of
studies in this field has increased rapidly in
recent years.
A literature review on the effectiveness of the
introduction of blended learning into the
educational process of foreign language teaching
(Al-Harbi & Alshumaimeri, 2016; Afzali &
Izadpanah, 2021) gave grounds to identify the
main pros and cons of this methodology. In the
last 15 years, blended learning has become more
innovative, modern, and productive compared to
classroom education and pure online learning
(Konotop et al., 2023; Tang et al., 2023).
Students got the opportunity to study where, how
and how much they want. Today, universities
around the world offer 3 learning options: online,
classroom, or blended. And as experimental
research in this field shows, the latter type takes
the lead (Halasa et al., 2020). Surveys confirm
the students’ desire to study in a mixed format,
which makes it possible to combine studies with
their interests, work, obtaining additional
education, and also brings a number of financial
benefits (Košir et al., 2022). An enhanced
motivation and autonomy is also noted among
the positive sides, which is especially important
when learning foreign languages, along with the
development of critical thinking
(Colomo-Magaña et al., 2020; Laura-De La Cruz
et al., 2022). According to Strelan et al. (2020), a
major positive factor influencing the effect of the
flipped classroom is the opportunity it provides
for structured active learning and problem
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solving. The results of a study by Mandasari &
Wahyudin (2021) showed that the flipped
classroom learning model has proven itself well
in teaching grammar.
Among the disadvantages, many methodologists
point to the fact that this format of learning is not
suitable for all students because of the low level
of competent planning and time allocation skills,
which is characteristic of junior students (Velde
et al., 2020).
In addition, the disadvantages include an
increased load on the teacher caused by the need
for a detailed development of the pedagogical
design of blended learning: the selection of
content, teaching methods, forms of control, the
distribution of activities in classroom sessions
and in the electronic educational environment, as
well as taking into account factors that contribute
to the formation of sustainable motivation in
students (Kawinkoonlasate, 2019). The main
challenges of this method common to all subjects
relate to the length of the video/digital materials
and the time required for teachers to prepare the
learning materials and for students to learn them
(Al-Samarraie et al., 2020), and that teachers and
students should be technologically literate or ICT
literate (Ngo & Yunus, 2021).
Thus, blended learning has significant potential
to improve the quality of education, but its
success depends on careful planning and
preparation. In the context of foreign language
teaching, students get more flexibility regarding
the place and time of learning. Blended learning
promotes the development of critical thinking
and structured active learning. However, some of
the challenges of blended learning include the
need for teachers to plan and develop
pedagogical designs and the need for a high level
of technological literacy on the part of both
teachers and students. Elementary students may
find it difficult to learn a foreign language in this
format due to their low level of planning and time
management skills.
Methodology
Research Design
The research was conducted in several stages:
preparatory, implementation stage, and the stage
of analysis of the obtained results.
At the preparatory stage, we studied the
theoretical prerequisites for creating a blended
learning model. The following factors were taken
into account when creating the pedagogical
design: the readiness of the educational
institution to implement blended learning; goals
of introducing the course; the possibility of
students to work remotely (availability of a
computer, high-speed Internet); the number of
academic hours that will be realized in the online
format; days and number of hours for classroom
sessions; selection of educational platforms to be
used for online assignments.
The implementation stage (January 2023 to June
2023) involved conducting a pedagogical
experiment at the experimental institutions. The
experimental research was carried out during the
study of the academic subject English for
Professional Purposes. The educational load for
the classes in the experimental group based on
the flipped classroom model (48 academic hours
of the semester) was divided into two
components: 16 hours of online classes and 32
hours of classroom (offline), of which 16 hours
are contact work with the teacher and 16 hours –
in groups on projects.
The following methodical equipment was used
for the implementation of the flipped classroom:
a textbook (Hughes, J., Naunton, J. Business
Result. Intermediate Student’s Book with Online
practice); computer workbook (Business Result
Intermediate Interactive Workbook); the
educational platform Microsoft Teams, which
hosted educational videos for independent study
of theoretical material; Google Forms for testing;
BBC Learning English site; Google Slides for
online project tasks.
The stage of analysis of the obtained results
involved collection, processing of research data,
and their interpretation.
Sample
The following universities were the experimental
base of the study: Shevchenko National
University “Chernihiv Colehium”, South
Ukrainian National Pedagogical University
named after K. D. Ushinsky.
The experimental study involved a total of 81
students of the second year of study. During the
research, 2 groups were selected: experimental (n
= 40) and control (n = 41). The participants of the
experimental group (EG) were taught using the
flipped classroom model. Participants of the
control group (CG) were taught using traditional
educational methods.
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Methods
Testing was used to diagnose the effectiveness of
learning the educational material, which included
the following types of tasks: choosing multiple
responses (Multiple Response), correcting errors,
finding correspondences, filling in the blanks
(Fill in the Blanks), tasks with open-ended
answers (Open-ended). The total number of tasks
is 25 (5 for each type). The maximum possible
number of points for the test is 25. Evaluation
criteria: “excellent” — the number of correct
answers is 25-22; “good” — the number of
correct answers is 21-18; “satisfactory” — the
number of correct answers is 17-13;
“unsatisfactory” — the number of correct
answers is ≤ 12.
A questionnaire consisting of 6 questions with
multiple answers was developed in order to
identify advantages in the use of information
technologies in educational activities. The survey
was conducted using Google Forms.
A survey of EG participants was conducted in
order to determine the level of satisfaction with
educational video materials. Satisfaction with the
educational course was evaluated using a
numerical scale from 1 to 5.
Instruments
The non-parametric Pearson’s chi-squared test
was used to compare the frequencies of quality
indicators in independent groups. The value of
the χ2 criterion was compared with the critical
values (r – 1) × (c – 1) of the number of degrees
of freedom. If the empirical value of the χ2
criterion exceeded the critical one, it was
concluded that there is a statistical relationship
between the risk factor being studied and the
result at the appropriate level of significance. The
critical level of statistical significance when
testing the null hypothesis was taken as equal to
0.05. Two-sided variants of the criteria were used
in all cases. The data were processed using
STATISTICA 13.3 developed by StatSoft.Inc
and Microsoft Office Excel 2010.
Ethical Criteria
The respondents’ participation in the study was
voluntary, the principles of protecting the rights
of research participants, ensuring their safety and
data privacy were observed in the process of data
collection. The research was based on the
principles of impartiality and objectivity.
Results
Before and after the experiment, the participants
were asked to answer the questions of the
questionnaires developed by the authors of the
study (Table 1).
Table 1.
The results of a student survey regarding the experience of using online learning and support in the flipped
classroom format
Item
No.
Questions of the questionnaire
Answers
Before the
experiment
After the
experiment
1.
To communicate with the teacher on educational matters in extracurricular hours, you…
Use a personal account in a social network
83%
77%
Contact the teacher personally at the educational institution
31%
20%
Call the teacher
25%
13%
Use messengers Viber, WhatsApp, etc.
13%
35%
Use e-mail
13%
25%
2.
What kind of support would you like to receive during the online course?
Group conversation in social networks
33%
30%
Teacher’s consultation in messengers/social networks
58%
70%
Discussion on the course forum
46%
65%
Face-to-face consultation with the teacher
83%
55%
3.
Mark the statements that are correct about you.
I discuss educational issues with my friends, including in the conversations
of our study group
85%
88%
I ask questions about independent work to the teacher
88%
87%
4.
What kind of teacher’s help do you need when performing independent work?
Explanation of the task
73%
70%
Consulting and adjustments
60%
75%
Regular control of task completion
13%
20%
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Verification and analysis of results
44%
60%
5.
Mark the statements that are correct about you.
I work in the distance learning system of the institute in extracurricular
hours (not during classes)
88%
90%
I am doing additional work on the subjects (not at the teacher’s task)
44%
56%
I’m engaged in independent learning on the subjects being studied at the
external online courses
8%
15%
I would agree to take a short-term (up to 4 weeks) online course instead of
preparing a thematic presentation
85%
75%
I think that taking an online course is easier than studying offline
90%
65%
I get into work faster if the time to complete the task is limited
48%
40%
When choosing an online course, I would prefer a course without time
limits (deadlines)
56%
54%
6.
Doing independent work is a challenge for me….
as I don’t understand the purpose of the work
60%
63%
as I don’t understand the task
75%
77%
as I don’t know how to complete the task
58%
50%
as I cannot determine for myself whether the completed task is complete
and correct
29%
35%
as it is difficult for me to allocate time correctly
13%
55%
After the implementation of the flipped
classroom model, the number of students who
use personal accounts in social networks to
communicate with the teacher has significantly
decreased (from 83% to 77%). The number of
students who contact the teacher personally at the
institute has also decreased (from 31% to 20%).
Instead, more students started using messengers
like Viber, WhatsApp, etc. (from 13% to 35%).
After the implementation of the flipped
classroom model, the popularity of consultations
in messengers/social networks increased from
58% to 70%, and discussions on the course forum
— from 46% to 65%. Group chat on social
networks remained a popular support option.
There is also a slight increase in the number of
students who discuss academic issues with their
peers (from 85% to 88%). At the same time,
students who ask questions to the teacher
remained at approximately the same level (88%
to and 87%).
After the implementation of the flipped
classroom model, the number of students in need
of counselling and correction (from 60% to
75%), as well as verification and analysis of
results (from 44% to 60%), increased. Students’
answers to the question about the difficulty of
independent work remained at almost the same
level, but after the implementation of the flipped
classroom model, it became more difficult for
students to correctly allocate time (from 13% to
55%).
The general trend is that students are more active
in using messengers and social networks to
communicate with the teacher and receive
support during the online course. The learners’
activity also increased in their requests for
teacher support during independent work.
Table 2 presents the results of the comparison of
the groups among themselves according to the
Input Testing and Final Testing indicators.
Table 2.
Comparison of independent groups according to the Input Testing and Final Testing indicators
Indicator
Experimental group
Control group
Statistical significance
of differences
2
χ
Р
ENTRY
TESTING
excellent
8 (20%)
7 (17%)
0.418
0.937
good
12 (30%)
11 (27%)
satisfactory
14 (35%)
15 (37%)
unsatisfactory
6 (15%)
8(19%)
FINAL
TESTING
excellent
16 (40%)
8 (20%)
8.095
0.045
good
14 (35%)
12 (29%)
satisfactory
10 (25%)
18 (44%)
unsatisfactory
0 (0%)
3(7%)
Note: χ2 – chi-squared test, р – statistical significance of differences.
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Statistical analysis of the data for the Input
Testing indicator showed that with the number of
degrees of freedom k = 3, χ2 = 0.418. The critical
value of χ2 at the significance level of p < 0.05 is
7.815. The relationship between the factor and
result features is not statistically significant, the
level of significance is p = 0.937 > 0.05. So, no
statistically significant differences between the
frequency distributions of the two groups were
found at the stage of input testing.
Statistical analysis of the data for the Final
Testing showed that with k = 3, the value of χ2 is
8.095, which is greater than the critical value of
χ2 = 7.815 at the significance level of p = 0.05.
The relationship between the factor and the
resulting features is statistically significant, the
level of significance is p = 0.045 < 0.05.
Therefore, the results obtained after the
pedagogical influence give grounds to conclude
that the method used in the experimental group
has an advantage in its effectiveness.
We also conducted a survey on the students’
satisfaction with educational video materials who
studied using the flipped classroom model (Table
3).
Table 3.
The results of students’ satisfaction with educational video materials who studied using the flipped
classroom model
Item No.
Quality criteria of educational video materials
m±S (Group1)
m±S (Group 2)
1.
Clarity and accessibility
4.9±0.12
4.7±0.37
2.
Consistency and structure of the educational material
4.7±0.23
4.75±0.4
3.
Practical focus
4.8±0.25
4.75±0.23
4.
Image and sound quality
4.77±0.36
4.5±0.5
5.
Duration and tempo
4.80±0.32
4.7±0.43
6.
Relevance of questions and tasks
4.85±0.25
4.41±0.54
7.
Availability on different devices
4.8±0.23
4.83±0.27
8.
The ratio of time spent and knowledge gained
5.0±0.00
4.3±0.67
9.
General impression
4.85±0.23
4.7±0.25
Note: Here m – mathematical expectation; S – standard deviation.
Therefore, students who studied under the
flipped classroom model showed a high level of
satisfaction with educational video materials.
Most aspects such as clarity, accessibility,
consistency and structure, practical orientation,
and availability on different devices received
high marks. However, the image and sound
quality may require improvement, recording
such videos requires special technical equipment.
There is also a difference in estimates of the ratio
of time spent and knowledge gained, which also
needs to be refined.
Discussion
Despite the fact that blended learning appeared in
the early 2000’s, its use in teaching foreign
languages in general and business English to
students of secondary vocational education in
particular does not have a long tradition.
Moreover, the issue of the effectiveness of the
application of this educational model remains
open (Hotle & Garrow, 2016).
The conducted experiment shows that unlike the
traditional teaching method, where the teacher
presents all the content and students often
become passive listeners, the implementation of
flipped learning contributes to the improvement
of students’ language skills, transforming them
into active agents, which is confirmed by
previous studies (Hotle & Garrow, 2016;
Afrilyasanti et al., 2016). At the same time, the
practice has shown that it is possible to avoid
increasing the teacher’s load with the help of
preliminary preparation for the introduction of a
new teaching format (Kawinkoonlasate, 2019).
The study confirms the conclusions of a number
of researchers (Phoeun & Sengsri, 2021;
Abdullah et al., 2019; Safiyeh & Farrah, 2020)
about the validity of the flipped classroom model
in mixed education of students of non-linguistic
majors. By the end of the semester, the EG
students showed higher results of the lexico-
grammatical skills on the studied communicative
topics provided by the programme of the subject
Foreign Language in Business Communication
compared to the CG, who were taught in a
traditional way, which allowed us to confirm our
hypothesis about the effectiveness of the selected
training model. This is also confirmed by the
research of Al-Naabi (2020).
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The most likely reasons for this result include
students’ interest in a new learning format:
modern youth perceive information technologies
as an integral attribute of their lives, so tasks
performed using Microsoft Teams or YouTube
aroused their genuine interest (Košir et al., 2022).
Besides, new grammatical material was
explained to the EG students online: special
educational videos were posted in Microsoft
Teams, which they could watch them at any
convenient time and an unlimited number of
times. This format gave them an advantage over
the students of the control group, who got
acquainted with the new grammar material in the
classroom once, and if they were not in class,
they had to study the questions on their own, and
helped to easily and quickly repeat any topic. The
ability to work in project teams remotely from
home saved time that could be spent directly on
the project rather than commuting, and had a
positive effect on the performance of such tasks
(Di Marco et al., 2020).
It is also worth noting that by the end of the
semester, the level of linguistic competence has
increased in both the EG and CG. This, of course,
shows that traditional methods of teaching a
foreign language have not lost their significance,
and contact work with the teacher is necessary
for a foreign language, but the introduction of
modern technologies of blended learning, in
particular the flipped classroom model, allows
improving the educational process (Horban et al.,
2022).
The main limiting factors of the study are that the
experiment was conducted during one semester,
and only full-time students were involved in the
diagnosis.
The prospects for further research include the
application of a blended learning model for
students of the 1st-2nd year and the comparison
of the obtained results with the results of the
senior students’ performance in connection with
the lack of an unequivocal opinion regarding the
age restrictions of the implementation of this
technology in the educational process. A study of
the flipped classroom model’s impact on
students’ learning motivation is also promising.
Conclusions
The flipped classroom model has become a
relevant and vividly discussed topic in the current
educational environment, as it modernizes the
traditional approach to learning. This model
gives students more control over their learning,
promotes active involvement in the learning
process, and can improve learning. The study of
the flipped classroom model is important for the
development of innovative teaching methods and
optimization of the educational process.
Despite the importance of using blended learning
and online learning in general, educational
programmes face many challenges related to the
application and implementation of a blended
learning model in the curriculum. These
problems can be technical (the students’ and
teachers’ ability to successfully use technology)
and/or organizational (adaptation of the
educational programme, change of curricula). It
is necessary to carefully plan the ratio of online
and offline lessons, the choice of teaching
methods and forms of control to achieve the
desired results of English language learning, as
well as to record higher quality lecture materials.
This study found that flipped classroom blended
learning model helps students to realize an
individualized learning trajectory that
contributes to improved academic performance.
Bibliographic references
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019).
Implementation of flipped classroom model
and its effectiveness on English speaking
performance. International Journal of
Emerging Technologies in Learning
(Online), 14(9), 130-147.
https://doi.org/10.3991/ijet.v14i09.10348
Afrilyasanti, R., Cahyono, B., & Astuti, U. P.
(2016). Effect of flipped classroom model on
Indonesian EFL students’ writing ability
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