Exploring the perceived benefits and drawbacks of using multimodal learning objects in pre-service English teacher inver
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Exploring the perceived benefits and drawbacks of using multimodal learning objects in pre-service English teacher inverted instruction Elena Domínguez Romero 1 & Jelena Bobkina 2 Received: 18 May 2020 / Accepted: 12 November 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This descriptive classroom-based study involved a group of 25 pre-service teacher participants from the Master’s program in Teaching English as a Foreign and Second Language (TEFL) at the Complutense University in Madrid (UCM), Spain. The participants were approached in their threefold facet as graduate students, classroom active debate leaders, and prospective teachers. We aimed to explore what they perceived to be the benefits and drawbacks of using multimodal learning objects (LO) as learners, active classroom debate leaders and pre-service teachers of English in contexts of inverted classroom instruction. The results showed that LO were perceived as an excellent tool in inverted settings of instruction as they enabled a shift in the classroom dynamics towards a learner-centred approach. No significant differences were found among the views of students, debate leaders, and pre-service teachers. However, pre-service teachers expressed concerns about implementing LO. This suggests that more importance should be given to support their use in the English classroom. Keywords Multimodal learning . Multimodal learning objects (LO) . Inverted instruction .
Teaching English as a foreign language . Teaching English as a second language . Higher education
* Elena Domínguez Romero [email protected] Jelena Bobkina [email protected]
1
Present address: Department of English Studies, Facultad de Filologia A, Universidad Complutense de Madrid, Ciudad Universitaria s/n, 28040 Madrid, Spain
2
Department of Linguistics Applied to Science and Technology,Universidad Politécnica de Madrid, Madrid, Spain
Education and Information Technologies
1 Introduction The transformation of Higher Education in Europe draws on the Bologna Resolution that was signed in 1999. Over time, new resolutions have been signed, and the European Area of Higher Education has been expanded to include a good number of new countries which have achieved the harmonization of their educational systems. Nevertheless, quality remains a crucial aim (Eurydice 2010; Eurydice 2011). The need to improve the quality of teaching and the consequent urgency to move from a teacher to a student-centered approach leading to more dynamic and participatory learning environments have been highlighted on a recurring basis for years (OECD 2018). Active learning pedagogies focused on the development of higher-order thinking skills (Castrillo de Larreta-Azelain and Martín Monje 2016; Engin 2014) and built on learnercentered paradigms aimed at enhancing constructive learning processes have been opposed to rote memorization-based practices in Higher Education in Europe over the past decades (Ritchhart et al. 2011). The assimilation of active pedagogies into con
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