The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search
Published by François Vanleene, 2018-12-15 03:00:07

Interactive French Civilizaton Course surveys and reports

… report and explain the main events that caused the fall of Louis
1 2.00 5.00 3.83 0.69 0.47 12
XVI.

2 … narrate events that occurred during revolutionary times. 2.00 5.00 3.82 0.83 0.69 11


3 … explain the reasons and the results of the Terror period. 2.00 5.00 3.45 0.89 0.79 11

… give examples of what happened and who was involved in the
4 2.00 5.00 3.36 0.88 0.78 11
establishment of the Terror policy.







4

3.5

3


2.5

2

1.5

1


0.5

0
… report and explain the main events … narrate events that occurred during … explain the reasons and the results … give examples of what happened and
that caused the fall of Louis XVI. revolutionary times. of the Terror period. who was involved in the establishment
of the Terror policy.
Chapter 14


Std
# Field Minimum Maximum Mean Variance Count
Deviation

1 … explain the causes of the Franco-Prussian War. 2.00 5.00 3.64 0.77 0.60 11

2 … give some explanations of the French capitulation. 2.00 4.00 2.91 0.67 0.45 11


3 … narrate orally the Franco-Prussian War. 2.00 4.00 2.91 0.67 0.45 11

… explain the process that led to the establishment of the Third
4 1.00 5.00 3.30 1.10 1.21 10
Republic.

… give some examples of the challenges of the settlement and
5 1.00 5.00 3.27 1.14 1.29 11
perpetuation of the Third republic.


50

6 … narrate orally the Commune de Paris events. 3.00 5.00 3.91 0.79 0.63 11


… give some possible reasons for which the political movement
7 2.00 5.00 3.82 0.94 0.88 11
of the Commune de Paris ended.

… give information about the major artistic currents of the end of
8 2.00 5.00 3.64 0.98 0.96 11
the nineteenth century.

… explain what is called « la Belle Époque » and give examples of
9 2.00 5.00 4.09 0.90 0.81 11
its expression.
… explain why the period called « la Belle Époque » marked the
10 2.00 5.00 3.91 0.90 0.81 11
beginning of the modernity.








4
3.5

3
2.5

2
1.5
1

0.5
0
… explain the … give some … narrate … explain the … give some … narrate … give some … give … explain … explain why
causes of the explanations orally the process that examples of orally the possible information what is the period
Franco-Prussi of the French Franco-Prussi led to the the Commune de reasons for about the called « la called « la
an War. capitulation. an War. establishment challenges of Paris events. which the major Belle Époque Belle Époque
of the Third the political artistic » and give » marked the
Republic. settlement movement of currents of examples of beginning of
and the Commune the end of its the
perpetuation de Paris the expression. modernity.
of the Third ended. nineteenth
republic. century.
Chapter 15


Std
# Field Minimum Maximum Mean Variance Count
Deviation

… discuss the major outcomes of World War I in France and in
6 4.00 4.00 4.00 0.00 0.00 1
Europe.

… write a fictional but realistic letter from a Poilu with accurate
5 4.00 4.00 4.00 0.00 0.00 1
information and details.
… make hypothesis about the traumatism of World War I and how
4 4.00 4.00 4.00 0.00 0.00 1
it impacted the French people and their vision of the Poilus.


51

3 … write a paragraph to explain why the war became global. 3.00 3.00 3.00 0.00 0.00 1


… give precise information about the events of World War I and
2 3.00 3.00 3.00 0.00 0.00 1
their chronology.

1 … explain the origins of World War I. 4.00 4.00 4.00 0.00 0.00 1





Chapter 16

Std
# Field Minimum Maximum Mean Variance Count
Deviation

… measure the impact of World War I on society at the polical,
1 3.00 4.00 3.67 0.47 0.22 3
diplomatic, social and artistic levels.

… exchange with my peers about political orientations during the
2 3.00 4.00 3.33 0.47 0.22 3
« roaring twenties ».

3 … define the « roaring twenties » period. 3.00 5.00 4.33 0.94 0.89 3

… identify some artistic and literary expressions of the “roaring
4 3.00 5.00 4.00 0.82 0.67 3
twenties”.

… analyze specific artwork from the roaring twenties, relying on
5 3.00 5.00 3.67 0.94 0.89 3
the socio-political context.

… explain what socialism was during the inter-war period and
6 3.00 5.00 4.00 0.82 0.67 3
relate it to the French mentality of todays.

… write an essay explaining the evolution of political ideologies in
7 3.00 4.00 3.33 0.47 0.22 3
Europe during the inter-war period.




Chapter 16






















52

4.5
4

3.5

3
2.5

2
1.5

1
0.5

0
… measure the impact … exchange with my … define the « … identify some … analyze specific … explain what … write an essay
of World War I on peers about roaring twenties » artistic and artwork from the socialism was during explaining the
society at the political period. literary expressions roaring twenties, the inter-war period evolution of
polical, diplomatic, orientations during of the “roaring relying on the and relate it to the political ideologies
social and artistic the « roaring twenties”. socio-political French mentality of in Europe during the
levels. twenties ». context. todays. inter-war period.
Chapter 17


Std
# Field Minimum Maximum Mean Variance Count
Deviation

1 … give the chronological order of main events of World War II. 3.00 5.00 4.00 0.63 0.40 10

2 … explain the origins and immediate outcomes of these events. 3.00 5.00 4.20 0.60 0.36 10


… explain and justify how specific events of World War II have left
3 3.00 5.00 4.40 0.66 0.44 10
a long-lasting imprint on French collective memory.
… provide a global view of the French Resistance and explain the
4 3.00 5.00 4.00 0.45 0.20 10
role of its main protagonists.

… give information about conditions of existence in the territories
5 3.00 5.00 4.20 0.60 0.36 10
occupied by Nazis during World War II.

… explain the mixed feelings French people may have about the
6 way their ancestors dealt with Germans during the period of the 3.00 5.00 4.20 0.75 0.56 10
Occupation.

… explain the key role played by French elected representatives in
7 3.00 5.00 4.10 0.54 0.29 10
the collaboration.

… explain the role of the Resistance in the liberation of France and
8 how it helped France to regain its global rank as one of the 3.00 5.00 3.90 0.70 0.49 10
leading nations.





Chapter 17





53

4.5
4
3.5
3

2.5
2
1.5
1

0.5
0
… give the … explain the … explain and … provide a … give … explain the … explain the key … explain the
chronological origins and justify how global view of information about mixed feelings role played by role of the
order of main immediate specific events the French conditions of French people may French elected Resistance in the
events of World outcomes of these of World War II Resistance and existence in the have about the representatives liberation of
War II. events. have left a explain the role territories way their in the France and how it
long-lasting of its main occupied by Nazis ancestors dealt collaboration. helped France to
imprint on French protagonists. during World War with Germans regain its global
collective II. during the period rank as one of
memory. of the the leading
Occupation. nations.
Chapter 18


Std
# Field Minimum Maximum Mean Variance Count
Deviation

… explain the context of the Fourth Republic’s establishment in
1 1.00 5.00 3.60 1.02 1.04 10
France.
2 … write about the social situation in France, after World War II. 3.00 5.00 4.30 0.64 0.41 10


3 … explain the influence of the Cold War on French politics. 3.00 4.00 3.70 0.46 0.21 10

… describe the process of French decolonization after World War
4 1.00 5.00 3.70 1.19 1.41 10
II.

5 … give information about the Indochina war. 1.00 4.00 3.00 0.77 0.60 10


6 … give information about the Algerian war. 1.00 5.00 3.10 1.04 1.09 10

7 … explain how decolonization impacted the French society. 1.00 4.00 3.60 0.92 0.84 10


8 … name and describe some post war ideological movements. 1.00 5.00 3.60 1.02 1.04 10

9 … name and describe some post war artistic movements. 1.00 5.00 3.80 1.08 1.16 10


… write a contrastive analysis of the two post World War periods,
10 1.00 5.00 3.70 1.10 1.21 10
regarding their artistic and philosophical expressions.




Chapter 18




54

4.5

4
3.5
3
2.5
2
1.5

1
0.5
0
… explain the … write about … explain the … describe … give … give … explain how … name and … name and … write a
context of the social influence of the process information information decolonizatio describe some describe some contrastive
the Fourth situation in the Cold War of French about the about the n impacted post war post war analysis of
Republic’s France, after on French decolonizatio Indochina Algerian war. the French ideological artistic the two post
establishment World War II. politics. n after World war. society. movements. movements. World War
in France. War II. periods,
regarding
their
artistic and
philosophical
expressions.
Chapter 19


Std
# Field Minimum Maximum Mean Variance Count
Deviation

1 … write about the establishment of the Fifth Republic in France. 1.00 4.00 3.64 0.88 0.78 11

… name and describe some post-modernist artistic, social and
9 1.00 5.00 3.82 1.27 1.60 11
ideological movements.

… give some explanation of the impact of the new Constitution
4 1.00 5.00 3.55 0.99 0.98 11
on the French foreign policy.

… give examples of the socialist project challenges with the
8 1.00 5.00 3.55 1.23 1.52 11
successive « cohabitations » and globalization.

… give examples of the social measures that have been
7 1.00 5.00 3.45 1.23 1.52 11
implemented during François Mitterrand’s mandates.
… explain why Charles de Gaulle wanted to change the
2 1.00 5.00 3.90 1.14 1.29 10
Constitution.

… explain the deconstruction concept of post-modernist artistic
10 1.00 5.00 3.55 1.16 1.34 11
productions.

… explain how the events of May 68 questioned French
6 1.00 5.00 4.00 1.04 1.09 11
conservatism.

5 … describe the events of May 68. 4.00 5.00 4.36 0.48 0.23 11

3 … compare the new Constitution to the previous one. 1.00 5.00 3.80 1.17 1.36 10


… compare port-modernist artistic creations with earlier
11 1.00 5.00 3.55 0.99 0.98 11
tendencies.
55

Chapter 19


4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
… write … explain … compare … give some … describe … explain … give … give … name and … explain … compare
about the why Charles the new explanation the events how the examples of examples of describe the port-moderni
establishmen de Gaulle Constitution of the of May 68. events of the social the some deconstructi st artistic
t of the wanted to to the impact of May 68 measures socialist post-moderni on concept creations
Fifth change the previous the new questioned that have project st artistic, of with earlier
Republic in Constitution one. Constitution French been challenges social and post-moderni tendencies.
France. . on the conservatism implemented with the ideological st artistic
French . during successive « movements. productions.
foreign François cohabitation
policy. Mitterrand’s s » and
mandates. globalizatio
n.


















































56

Meeting students' expectations


Students' rationales to choose the FC course (beginning of semester)






6.25%
21.88%





31.25%


12.50%





9.38% 18.75%






Didn't have the choice Interested by French contemporary culture Interested by the origins of France Expanding existing knowledge
Want to improve French language skills Other [Didn't answer] [Didn't complete survey]


Type of learning experience before course starts (beginning of semester)

2.2
Didn't have any previous experience
2 [Didn't explain]
Books
1.8 Films
Quizz
1.6 Lecture
[Didn't answer]
1.4

1.2
1

0.8

0.6
0.4

0.2

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15
Student's expectations about learning methods (beginning of semester)





57

9
Very undesirable
Undesirable 8
8
Neutral
Desirable
7
Very desirable
6 6 6
6
5 5 5
5
4 4 4 4 4 4 4
4
3
3
2 2 2 2 2
2
1 1 1 1 1 1 1 1 1
1
0
Through lectures Through discussions Through active Through the listening Through participation Through simulations Through the study of
about the reading research using the of peers' in active discussion of historical events dedicated movies or
content material content presentations (brainstorming, / narratives documentaries
(videos, links to knowledge sharing,
websites, literature, etc.)
podcasts, etc.)
Does the course format meet students' expectations (midterm)?








20.00%
26.67%









20.00% 6.67%





26.67%





Strongly disagree Disagree Neither agree or disagree Agree Strongly agree

Students' overall description of the course format (midterm)
















58

Confusing
3 Distressing
Disorganized
Overwhelming
Too fast
2.5
Too atypical
Defective online material
Interesting
2
Well organized
Comprehensive
Positively challenging
1.5 [Didn't explain]


1



0.5


0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Did the course meet students' expectations (end of semester)?






6.67%
6.67%



13.33%
46.67%





13.33%



13.33%





Strongly disagree Disagree Neither agree or disagree Agree Strongly agree Didn't answer



















59

Format confusing for students
3 Needs simplification
Course content difficult
Format time consuming
Teacher didn't teach enough
2.5
Online resources practical
Course format very enjoyable
Very interesting
2
[Didn't explain]
[Didn't answer]
1.5


1



0.5


0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15
End of Report
























































60

Solving language issues

Flipping a Civilization Course through Interactive Content and Collaborative Learning
April 19, 2018 10:57 AM PDT

Was language level a problem to convey course content?



Student's APPREHENSION to MISCOMPREHEND the COURSE MATERIAL (BEGINNING OF THE SEMESTER)






7.69%
23.08%
15.38%










23.08%
30.77%







Not concerned at all Slightly concerned Moderately concerned Very concerned Extremely concerned


Students' APPREHENSION to INTERACT with others students in FRENCH (BEGINNING OF THE SEMESTER)






7.69%
7.69%





46.15%
23.08%








15.38%





Not concerned at all Slightly concerned Moderately concerned Very concerned Extremely concerned
61

Student's APPREHENSION to give PRESENTATIONS about course content (BEGINNING OF THE SEMESTER)







15.38% 15.38%




7.69%



23.08%






38.46%






Not concerned at all Slightly concerned Moderately concerned Very concerned Extremely concerned

Students' APPREHENSION to have WRITTEN SKILLS evaluated (BEGINNING OF THE SEMESTER)






7.69%
15.38%









38.46%



38.46%









Not concerned at all Slightly concerned Moderately concerned Very concerned Extremely concerned

Are HOMEWORK INSTRUCTIONS in FRENCH an ISSUE (MIDTERM)?








62

26.67%


40.00%






13.33%


6.67%
13.33%





Extremely unlikely Unlikely Neutral Likely Extremely likely [Didn't answer]


Are HOMEWORK INSTRUCTIONS in FRENCH an ISSUE (END OF SEMESTER)?






13.33%





13.33%
46.67%


6.67%





20.00%





Extremely unlikely Unlikely Neutral Likely Extremely likely Didn't answer


Students' perception of the LANGUAGE DIFFICULTY LEVEL for EACH TYPE of MATERIAL (MIDTERM)













63

Very difficult
Difficult
7 Neutral 7 7
Easy
Very easy 6
6
5 5
5

4
4
3 3
3

2 2 2 2 2 2 2 2
2
1 1 1
1

0
Printed version of the textbook Digital version of the textbook Online interactive version ("Modules" Full movies / movie samples
on Blackboard or Moodle)

Students' perception of the LANGUAGE DIFFICULTY LEVEL for EACH TYPE of MATERIAL (END OF SEMESTER)


Very difficult
Difficult
7 Neutral 7 7 7 7
Easy
Very easy
6
[Didn't answer]
5


4

3 3 3 3 3
3
2 2 2 2 2
2

1 1 1 1 1 1 1
1

0
Printed version of the textbook Digital version of the textbook Online interactive version ("Modules" Full movies / movie samples
on Blackboard or Moodle)

Students' perception of the DIFFICULTY LEVEL of the of the LANGUAGE used in the TEXTBOOK (MIDTERM)



















64

1.1
Very difficult
1 Difficult
Neutral
0.9 Easy
Very easy
0.8

0.7

0.6
0.5

0.4
0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Students' perception of the DIFFICULTY LEVEL of the LANGUAGE used in the TEXTBOOK (END OF SEMESTER)

1.1
Very difficult
1 Difficult
Neutral
0.9 Easy
Very easy
0.8 Didn't answer
0.7

0.6

0.5
0.4

0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Students' perception of the DIFFICULTY LEVEL of the LANGUAGE used in the MODULES (MIDTERM)



















65

1.1
Very difficult
1 Difficult
Neutral
0.9 Easy
Very easy
0.8

0.7

0.6
0.5

0.4
0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Students' perception of the DIFFICULTY LEVEL of the LANGUAGE used in the MODULES (END OF SEMESTER)

1.1
Very difficult
1 Difficult
Neutral
0.9 Easy
Very easy
0.8 Didn't answer
0.7

0.6

0.5
0.4

0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15






















66

Have the material and flipped classroom procedures helped addressing language issues,



as the PI expected?


Participants' GENERAL EVALUATION of the material: PRINTED version of the TEXBOOK (MIDTERM)

1.1
Not helpful at all
1 Slightly helpful
Moderately helpful
0.9 Helpful
Very helpful
0.8 [Didn't answer]
0.7

0.6

0.5
0.4

0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants' GENERAL EVALUATION of the material: PRINTED version of the TEXTBOOK (END of semester)

1.1
Not helpful at all
1 Slightly helpful
Moderately helpful
0.9 Helpful
Very helpful
0.8 [Didn't answer]

0.7

0.6
0.5

0.4
0.3

0.2

0.1
0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants' OPINIONS about the material: PRINTED version of the TEXTBOOK (MIDTERM)






67

2.2
Vocabulary too difficult
2 Too much information
Not practical
1.8 Expensive
Practical
1.6 Comprehensible
[Didn't explain]
1.4

1.2
1

0.8
0.6

0.4
0.2

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants OPINIONS about the material: PRINTED version of the TEXTBOOK (END of semester)

2.2
Vocabulary too difficult
2 Too much information
Not practical
1.8 Expensive
[Didn't answer]
1.6
1.4

1.2

1
0.8

0.6

0.4
0.2

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants' GENERAL EVALUATION of the material: DIGITAL VERSION of the TEXTBOOK (MIDTERM)



















68

1.1
Not helpful at all
1 Slightly helpful
Moderately helpful
0.9 Helpful
Very helpful
0.8 [Didn't answer]

0.7

0.6
0.5

0.4
0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants' GENERAL EVALUATION of the material: DIGITAL VERSION of the TEXTBOOK (END OF SEMESTER)

1.1
Not helpful at all
1 Slightly helpful
Moderately helpful
0.9 Helpful
Very helpful
0.8 [Didn't answer]
0.7

0.6

0.5
0.4

0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants OPINIONS about the material: the DIGITAL VERSION of the TEXTBOOK (MIDTERM)



















69

2.2
Fails to work
2 Too much information
Not practical
1.8 Practical
Gives additional information
1.6 Cheaper
Didn't use
1.4 [Didn't explain]

1.2
1

0.8
0.6

0.4
0.2

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants OPINIONS about the material: the DIGITAL VERSION of the TEXTBOOK (END OF SEMESTER)

1.1
Didn't use
1 Practical
[Didn't answer]
0.9

0.8
0.7

0.6

0.5
0.4

0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants GENERAL EVALUATION about the material: the ONLINE MODULES (MIDTERM)



















70

1.1
Not helpful at all
1 Slightly helpful
Helpful
0.9 Very helpful
Extremely helpful
0.8 [Didn't answer]

0.7

0.6
0.5

0.4
0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants GENERAL EVALUATION about the material: the ONLINE MODULES (END OF SEMESTER)

1.1
Not helpful at all
1 Slightly helpful
Moderately helpful
0.9 Helpful
Very helpful
0.8 [Didn't answer]
0.7

0.6

0.5
0.4

0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants OPINIONS about the material: ONLINE MODULES (MIDTERM)



















71

1.1
Fails to work
1 Superfluous
Gives additional information
0.9 Interesting
[Didn't explain]
0.8

0.7

0.6
0.5

0.4
0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Participants OPINIONS about the material: ONLINE MODULES (END OF SEMESTER)

1.1
Fails to work
1 Not practical
Focused on class activities
0.9 Comprehensible
Comprehensible and entertaining
0.8 [Didn't answer]
0.7

0.6

0.5
0.4

0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Type of help provided by the LEARNING MATERIAL to complete HOMEWORK (MIDTERM)



















72

2.2 [Didn't explain]
Text of the material incomplete
2 Modules not working 1 1 1 1
Supports learning
1.8 Book well written
Relevant
1.6
Gives background info
Supports course comprehension
1.4
Helps to summarize
Supports assignments completion
1.2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1
0.8

0.6
0.4

0.2
0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Helps provided by the HOMEWORK to solve LANGUAGE ISSUES (MIDTERM)






6.67%
13.33%
13.33%
6.67%







20.00%



40.00%







Not helpful at all Slightly helpful Moderately helpful Helpful Very helpful Didn't answer

Types of help provided by the HOMEWORK to solve LANGUAGE ISSUES (MIDTERM)
















73

Takes too much time
Helps to understand what happens in class
3 Helps learning new vocabulary 1
Provides practice
Helps to prepare for upcoming classes
2.5 Supports learning in general
[Didn't explain]

1
2

1.5


1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1


0.5


0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Helps provided by the HOMEWORK to solve LANGUAGE ISSUES (END OF SEMESTER)








20.00%





6.67%

53.33%


13.33%


6.67%






Not helpful at all Slightly helpful Moderately helpful Helpful Very helpful Didn't answer

Type of help provided by the HOMEWORK to solve LANGUAGE ISSUES (END OF SEMESTER)
















74

2.2
Instructions not comprehensive
2 Too much assignments
Too much English spoken
1.8 Acceptable amount of HW
Presentations in French helpful
1.6 Expands vocabulary
Writing in French helpful
1.4 [Didn't explain]
[Didn't answer]
1.2
1

0.8
0.6

0.4
0.2

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Features of the TEXTBOOK (print + digital) that students relied on the most to address LANGUAGE ISSUES (MIDTERM)

8
Not helfpul at all
Slightly helpful 7 7
7 Moderately helpful
Helpful
6 Very helpful
[Didn't answer]
5 5 5

4 4 4 4 4
4
3 3 3 3 3 3 3 3 3 3 3 3 3 3
3
2 2 2 2 2 2 2 2 2
2
1 1 1 1 1 1 1 1 1 1 1 1
1

0
Having a Having a The numbering The The links in The embedded The The annotation The flashcard The
printed digital copy of the illustrations the reference dictionary highlighting tool (digital tool (digital collaboration
version of the of the paragraphs sections (digital tool (digital version) version) tool (digital
textbook textbook version) version) version)

Features of the TEXTBOOK (print + digital) that students relied on the most to address LANGUAGE ISSUES (END OF
SEMESTER)


















75

9
Not helfpul at all
Slightly helpful
8 Moderately helpful 8
Helpful
7
7 Very helpful 7 7 7 7 7 7 7
Didn't answer
6
6
5

4 4
4
3 3 3
3
2 2 2 2 2 2 2 2 2 2 2
2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

0
Having a Having a The numbering The The links in The embedded The The annotation The flashcard The
printed digital copy of the illustrations the reference dictionary highlighting tool (digital tool (digital collaboration
version of the of the paragraphs sections (digital tool (digital version) version) tool (digital
textbook textbook version) version) version)
Features of the ONLINE MODULES that students relied on the most to address LANGUAGE ISSUES (MIDTERM)


Not helpful at all
Slightly helpful
6 6 6
Moderately helpful
Helpful
Very helpful 5 5 5 5
5
[Didn't answer]
Didn't use
4 4 4 4 4
4

3 3 3 3 3 3 3 3
3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

0
Text (in Navigation Links to Presentation and The navigation The The captions of The timelines The audio
comparison with through the external content visual effects panel on the illustrations the content of each
the text of the content left illustrations chapter's
textbook introduction
version)

Features of the ONLINE MODULES that students relied on the most to address LANGUAGE ISSUES (END OF SEMESTER)



















76

8
Not helpful at all
Slightly helpful 7 7 7 7 7 7 7 7
7
7
Moderately helpful
Helpful
6 Very helpful
Didn't use
Didn't answer 5 5
5
4 4

3 3 3 3
3
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
2
1 1 1 1 1 1 1 1 1 1 1 1 1 1
1

0
Text (in Navigation Links to Presentation and The navigation The The captions of The timelines The audio
comparison with through the external content visual effects panel on the illustrations the content of each
the text of the content left illustrations chapter's
textbook introduction
version)

























































77

Have interactions in class help solving language issues?


Help provided by the IN-CLASS ACTIVITIES to solve LANGUAGE ISSUES (MIDTERM)


Not at all helpful
16
2 Slightly helpful 2 1 2 1 1 3 3 3 5 1 1
3
Moderately helpful 1 2 2 3 2
14
Helpful 2 2 2
1
Very helpful
4 5 4 7 2 5 3 3
12
[Didn't answer]
6 3 3 4
Didn't get involved 3 4
10
4 1
6 4 2 6 1
8
4 6 4 3 7
1 5
6
2 1 1 4
3 4 4 2
4
2 1 3
1 2 2 2
2
1 1 1 1 1 1
0
#Group: #Group: #Group: #Group: #Group: #Group: #Group: #Individua #Individua #Individua #Class: #Class: #Class:
responding sharing brainstorm preparing performing making a participat l: l: l: writing Teacher's participat competing
to a informatio ing and a role written ing in an responding preparing an essay lecture ing in a in a game
questionna n and presenting play assignment online to a and discussion
ire discussing orally forum questionna presenting /
in a group discussion ire a topic brainstorm
orally ing
Help provided by the IN-CLASS ACTIVITIES to solve LANGUAGE ISSUES (END OF SEMESTER)
Didn't get involved
16
7 Not at all helpful 7 7 7 7 7 7 7 7 7 7 7
Slightly helpful
7
14
Moderately helpful
Helpful
12
Very helpful
Didn't answer
10
1 1 2 1 2 1 2 3 3 4 3 2
8
3 1 2 2 4
6 2 1 4 1 2
3 4 3 4 4 4 4
2 3 4 2
4
2
1 1 2 1 1
2
1 1 1 1 1 1 1 1 1 1 1
0
#Group: #Group: #Group: #Group: #Group: #Group: #Group: #Individua #Individua #Individua #Class: #Class: #Class:
responding sharing brainstorm preparing performing making a participat l: l: l: writing listening participat competing
to a informatio ing and a role written ing in an responding preparing an essay to the ing in a in a class
questionna n and presenting play assignment online to a and teacher's class game
ire discussing a topic forum questionna presenting lecture discussion
orally discussion ire a topic /
orally brainstorm
ing
End of Report









78

79

Flipped classroom instructional model effectiveness

Flipping a Civilization Course through Interactive Content and Collaborative Learning
May 9, 2018 3:55 PM PDT

Students' perception of the new format of instruction



Students' GENERAL CONCERN regarding the FORMAT of INSTRUCTION (BEGINNING OF THE SEMESTER)

Not concerned at all
7 Slightly concerned
Moderately concerned
Very concerned
6
Extremely concerned
[Didn't answer]
5

4

3


2

1


0
The amount of homework to The difficulty of The difficulty to The monotony of the The prospect to make oral The prospect to have my
complete comprehending the course interact with others activities presentations in front of writing skills being
documents and/or with the teacher the class evaluated
in French
LENGHT of TIME necessary to ADJUST to NEW FORMAT of INSTRUCTION (MIDTERM)


1-2 weeks
16
2-4 weeks 7 4 5 6 1 12
7
4-6 weeks
14 Still adjusting 9
[Didn't answer]
12
1
3 2
10
1
8 2 2 2 6
7
5 4 6
6
1
2
4
1
2 2 2 1
2
1 1
0
The pace of the The variety of the The use of the target The reduction of The collaborative The quantity of home Other
activities material being used language when lectures compared to work assignments
exploiting the a course implementing
learning material a traditional mode of
instruction
Students' EXPECTATIONS regarding HOW the course should be TAUGHT (BEGINNING OF SEMESTER)



80

14
5 4 3 6 1 1 6
8 6
12
4
10
1
4 5
8
2 5
4 4
6
1
4 4 1
4
1 1
2 2 1 2 2 2
1
0
Through lectures Through discussions Through active Through the Through Through simulations Through the study of
about the reading research using the listening of peers' participation in of historical events dedicated movies or
content material content presentations active discussion / narratives documentaries
(videos, links to (brainstorming,
websites, knowledge sharing,
literature, etc.)
podcasts, etc.)
Students' FEEDBACKS about HOW the course should be TAUGHT (END OF SEMESTER)

2.2
Course could be better organized
2 Course pace should be slow down
Instructions should be clearer
1.8 There should be more lecture time
Teachers should ask more to students
1.6 Online discussions should be discarded
Course should have more credits
1.4 [Didn't answer]

1.2

1
0.8

0.6

0.4
0.2

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15






















81

Did collaborating help to reach the objectives?


Students' perception of the TIME NECESSARY to ADJUST to the flipped classroom model of instruction







13.33%




40.00%







40.00%


6.67%






1-2 weeks 2-4 weeks 4-6 weeks Still adjusting [Didn't answer]


Students' perception of their degree of INVOLVEMENT in COLLABORATIVE LEARNING: did they get more involved? (MIDTERM)
1.1
Strongly disagree
1 Somewhat disagree
Neither agree nor disagree
0.9 Somewhat agree
Strongly agree
0.8 [Didn't answer]

0.7
0.6

0.5

0.4
0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Student's OPINI0N regarding in-class COLLABORATIVE LEARNING (MIDTERM)







82

Students confused
3 Not inclined to speak
Intimidating
Takes too much time
Mandatory to earn points
2.5
Necessary to develop language skills
Necessary to understand assignments
Beneficial
2
[Didn't explain]

1.5


1



0.5


0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Students' perception of their degree of INVOLVEMENT in COLLABORATIVE LEARNING: did they get more involved? (END OF
SEMESTER)

1.1
Strongly disagree
1 Somewhat disagree
Neither agree nor disagree
0.9 Somewhat agree
Strongly agree
0.8 Didn't answer

0.7

0.6
0.5

0.4
0.3

0.2

0.1
0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

Student's OPINI0N regarding in-class COLLABORATIVE LEARNING (END OF SEMESTER)


















83

2.2
Caused nervousness
2 Not enough guidance
Working alone preferred
1.8 Less involvement
Topics more interesting
1.6 Supports achievement of tasks
[Didn't explain]
1.4 [Didn't answer]

1.2
1

0.8
0.6

0.4
0.2

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15


























































84

Students' perception of preparatory tasks and home assignments


TIME that students feel to DEDICATE to HOME ASSIGNMENTS (BEGINNING OF SEMESTER)






7.69%
15.38%









38.46%



38.46%









≤ 30 minutes Between 30 minutes and 1 hour Between 1 hour and 1 hour and a half 2 hours ≥ 2 hours


Lenght of TIME that students feel spending for PREPARATORY TASKS and HOME ASSIGNMENTS (MIDTERM)






7.14%
7.14%

35.71%







35.71%




14.29%





≤ 30 minutes Between 30 minutes and 1 hour Between 1 hour and 1 hour and a half 2 hours ≥ 2 hours


Lenght of TIME that students feel spending for PREPARATORY TASKS and HOME ASSIGNMENTS (END OF SEMESTER)



85

13.33%





13.33%
46.67%






20.00%


6.67%




≤ 30 minutes Between 30 minutes and 1 hour Between 1 hour and 1 hour and a half 2 hours ≥ 2 hours [Didn't answer]


Students' perception of the DIFFICULTY LEVEL of the HOME ASSIGNMENTS (END OF SEMESTER)






6.67%

13.33%




46.67%




26.67%




6.67%




Very difficult Difficult Neutral Easy Very easy [Didn't answer]


COMMENTS about the DIFFICULTY LEVEL of the HOME ASSIGNMENTS (END OF SEMESTER)













86

2.2
Too long or too numerous to complete
2 Confusing instructions
Not difficult
1.8 [Didn't explain]
[Didn't answer]
1.6

1.4

1.2
1

0.8
0.6

0.4
0.2

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15

HELP provided by the HOME ASSIGNMENTS to complete IN-CLASS activities (END OF SEMESTER)






6.67%
6.67%



13.33%



53.33%




20.00%








Not helpful at all Slightly helpful Moderately helpful Helpful Very helpful [Didn't answer]

HELP provided by the HOME ASSIGNMENTS to complete IN-CLASS activities (COMMENT - END OF SEMESTER)
















87

1.1
Should be done after class
1 Should be after class
Helps to understand in-class activities
0.9 Instructions fo assignments on BlackBoard comprehensive
Helps to get involved in class activities
0.8 [Didn't explain]

0.7

0.6
0.5

0.4
0.3

0.2
0.1

0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15


























































88

Students' perception of the usefulness of activities


SUPPORT provided by ACTIVITIES to reach CULTURAL OBJECTIVES (MIDTERM)


Not at all helpful
16
3 Slightly helpful 4 3 2 1 4 3 5
3
Moderately helpful 2 4
14
Helpful 2 2
Very helpful
6 7 3 9 3 1
12
Didn't do
5 2 6 2 3
[Didn't answer] 5 5
10
6 2 6 5
1
8
7 3
4 3
6
4 1 3 3 3
2 2 4
4
3 3 2 1
2 2 2 2 2 2 2
2
1 1
0
Responding Sharing Brainstorm Preparing Performing Making a Participat Responding Preparing Writing an Listening Participat Competing
to a informatio ing in a and a role written ing in an to a and orally essay to the ing in a in a class
questionna n and group presenting play with assignment online questionna presenting individual teacher's class game
ire in a discussing a topic others in a group forum ire a topic ly lecture discussion
group in a group orally discussion individual individual /
with your ly ly brainstorm
peers ing
SUPPORT provided by ACTIVITIES to reach CULTURAL OBJECTIVES (END OF SEMESTER)
Not at all helpful
16
7 Slightly helpful 7 7 7 7 11 7 7 7 7 7 7
7
Moderately helpful
14
Helpful
Very helpful
12
Didn't do
[Didn't answer]
10
8 4 1 7 3 1 3 1 3 3 5 4 2
5 3 1
3 3
6
4 3 4 4
2 1 1 3
4
3 3 1 3 3
1 1 1 2
2
1 1 1 1 1 1 1 1
0
Responding Sharing Brainstorm Preparing Performing Making a Participat Responding Preparing Writing an Listening Participat Competing
to a informatio ing in a and a role written ing in an to a and orally essay to the ing in a in a class
questionna n and group presenting play with assignment online questionna presenting individual teacher's class game
ire in a discussing a topic others in a group forum ire a topic ly lecture discussion
group in a group orally discussion individual individual /
with your ly ly brainstorm
peers ing
SUPPORT provided by ACTIVITIES to improve CRITICAL THINKING and ACADEMIC skills (MIDTERM)











89

N/A
16
2 Not at all helpful 2 2 2 2 12 1 1 1 1 1
2
Slightly helpful 2 3 4 5 1 2
14
Moderately helpful 3 4 1 2 2
2
1
Helpful
6 5 3 3
12
Very helpful 5 2 5 4
[Didn't answer]
10 4 4
4 4 6 5 1
8 2
1 4
3 4 2 4 2 4 6
6
3 2
2 2 1
4
1 3 2 1 3 3
2 1 2 2 2 2 2 2
2
1 1
0
Responding Sharing Brainstorm Preparing Performing Making a Participat Responding Preparing Writing an Listening Participat Competing
to a informatio ing in a and a role written ing in an to a and orally essay to the ing in a in a class
questionna n and group presenting play with assignment online questionna presenting individual teacher's class game
ire in a discussing a topic others in a group forum ire a topic ly lecture discussion
group in a group orally discussion individual individual /
with your ly ly brainstorm
peers ing
SUPPORT provided by ACTIVITIES to improve CRITICAL THINKING and ACADEMIC skills (END OF SEMESTER)
N/A
16
7 Not at all helpful 7 7 7 7 11 7 7 7 7 7 7
7
Slightly helpful
14
Moderately helpful
Helpful
12
Very helpful
[Didn't answer]
10
8 2 1 1 3 1 2 2 4 4 5 1 1
3 3 2 4 2
4 4 2
6
2 1 1
3 3 1 2 1 3 3 1
4
3 3 3 1 1 3
2 2 2 1 1
2
1 1 1 1 1 1
0
Responding Sharing Brainstorm Preparing Performing Making a Participat Responding Preparing Writing an Listening Participat Competing
to a informatio ing in a and a role written ing in an to a and orally essay to the ing in a in a class
questionna n and group presenting play with assignment online questionna presenting individual teacher's class game
ire in a discussing a topic others in a group forum ire a topic ly lecture discussion
group in a group orally discussion individual individual /
with your ly ly brainstorm
peers ing
Students' overall perception of their ENGAGEMENT in CLASS ACTIVITIES (END OF SEMESTER)



















90

6.67%

13.33%




46.67%


20.00%





13.33%





Not engaging at all Slightly engaging Moderately engaging Engaging Very engaging [Didn't answer]


Students' COMMENTS regarding their ENGAGEMENT in CLASS ACTIVITIES (END OF SEMESTER)
1.1
Open for discussion
1 [Didn't explain]
[Didn't answer]
0.9 Some topics not engaging
Engaging
0.8 Interesting

0.7

0.6
0.5

0.4
0.3

0.2

0.1
0
R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15
End of Report


















91

92


Click to View FlipBook Version