Follower implementation Flipped Learning

Jade Hochschule

Flipped learning method was chosen for testing knowledge and skills of exchange student in German language A2 course at Jade Hochschule as an interactive method for testing oral competence and grammar knowledge. The topics “Freizeit in Wilhelmshaven” (leisure time in the city of Wilhelsmshaven) and “Perfekt” (=perfect tense) were chosen.

Students were delighted to receive a new form of testing, which allowed for more interaction.

In the first stage the teacher described the basic principles of the method and ways of the using the methodological tools, referring to publicly available online methodological guidelines and videos. Link to Flipped Learning.

Flip your class in English and German language. Students asked some questions, but the set of methods and test requirements were clear.

In the next stage students were supported for visualization by the book “BICYCLE1” DICTIONARY OF VISUAL LANGUAGE FACILITATOR; Kommunikationslotsen, Scholz & Vesper, Cologne 2014. During the test, students received a “presentation briefcase” and other support tools for video work, which was done with their mobile phones.

The students’ communication with their course partners and their agreeing on the content of the script were done in German language. Already in the early stages of the test preparation process at the students’ video demo version, the activity could be regarded as a part of the team’s activity. In the class, each student wrote his or her own replica with different colors on the black-board, because the technical equipment did not allow to read from the monitor, but the excitement and “stage-fright” were inevitable for a short period of time.

At the content developing time students created a scenario in class debates, made scenario analysis, selected the authentic situations and simulated real-world context with real world examples. Despite fatigue during the process of producing a video, the students were in good spirits and a positive dynamics of the group developed, which they confirmed by the whole group asking a final question, and then kindly encouraged viewers to take an active part in the learning process

The use of the flipped learning method made it possible to abandon the traditional approach to the testing process and gave relevance to learning and evaluation outcomes. The role of the teacher during the testing process with flipped learning was a “verifier’s role,” distant and supportive only if a critical situation arose.

By analyzing the result of the testing process, it was possible to conclude that students applied key concepts to new situations, received feedback on performance with satisfaction and reflected then on further learning needs and skill improvement.

As prospective review is also recommended in the testing process, applying key concepts to new situations and key concepts from the object and subject of study with using the concept “developed”, developing a new approach and teaching of foreign language by enabling students to interact in presentations, exam (written or oral) and the creation of the Language Portfolio.

The initial positive experiences with this teaching method by both teacher and students, motivated the persons in charge of the foreign language courses at the International Office of the Jade UAS to implement flipped learning as a new teaching method in all courses. In the upcoming semester the teachers of GFL will be offered teacher trainings in flipped learning, so that they gradually will introduce it in their courses. The videos produced in class will be saved in the university’s learning portal and will therefore be available online. The first experiments with flipped learning have shown that it allows the students to become more self-responsible for their learning process, a requirement which meets the needs of the target group of international students and among them the newly arrived.


Dipl.-germ. Helena Overina
Jade University of Applied Sciences
Wilhelmshaven, Germany