ABSTRACT
This article investigates the concept of flipped learning in an online learning environment. It evaluates the case study of the award-winning flipped learning project carried out in the context of a beginners’ level German module at The Open University, UK, during the academic year 2017/18. In particular, the article focuses on the similarities between distance teaching and the flipped classroom methodology, and possible complements. Based on the evaluation of the OU Flipping German project, the study also makes suggestions on how to implement elements of flipped learning in the provision of online teaching.
Acknowledgments
The authors would like to thank all members of the Flipping German team for their valuable contributions to the project: Caroline Rowan-Olive, Eva Staiger, Elke StJohn, Anna Wolridge.
Disclosure statement
No potential conflict of interest was reported by the authors.
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Additional information
Notes on contributors
Karina von Lindeiner-Stráský
Dr Karina von Lindeiner-Stráský is a Lecturer and Head of German at the School of Languages and Applied Linguistics at The Open University. Her research focuses on memorialisation and communication in the digital world.
Ursula Stickler
Dr Ursula Stickler is a Senior Lecturer at the School of Languages and Applied Linguistics at The Open University. Her research specialises in autonomous learning and online language teaching skills. She is co-editor of numerous special issue publications on the topic of technology in language learning and teaching.
Susanne Winchester
Dr Susanne Winchester is an Author, Consultant, and Associate Lecturer in German at the School of Languages and Applied Linguistics at The Open University.