Sara Arnold-Garza

Bio: Sara Arnold-Garza is an academic researcher from Towson University. The author has contributed to research in topics: Flipped classroom & Information literacy. The author has an hindex of 3, co-authored 9 publications receiving 236 citations.

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

Abstract: The flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from current higher education and library instruction literature Pedagogical benefits of the model are highlighted along with potential challenges to its use

The flipped classroom: Assessing an innovative teaching model for effective and engaging library instruction

Abstract: January 2014 10 The flipped classroom is a teaching model that inverts the traditional lecture-plushomework formula. By moving the delivery of foundational principles to digital media, such as video lectures or tutorials, class time is freed up for engaging activities that allow students to apply these basics to practical scenarios in the presence of their instructor. The flipped classroom is attributed to high school teachers Jonathan Bergmann and Aaron Sams, but many creative teachers have used variations of this method for years. Librarians are also taking part in this trend, as evidenced by another C&RL News article from earlier this year, “Four quick flips: Activities for information literacy classroom.” Information literacy (IL) instruction can especially benefit from a model that makes the best use of class time by inviting students to dive right in and encounter the real-world complications of library research.

Leading by Example? ALA Division Publications, Open Access, and Sustainability

Abstract: This investigation explores scholarly communication business models in American Library Association (ALA) division peer-reviewed academic journals. Previous studies reveal the numerous issues organizations and publishers face in the academic publishing environment. Through an analysis of documented procedures, policies, and finances of five ALA division journals, we compare business and access models. We conclude that some ALA divisions prioritize the costs associated with changing business models, including hard-to-estimate costs such as the labor of volunteers. For other divisions, the financial aspects are less important than maintaining core values, such as those defined in ALA’s Core Values in Librarianship.

Extending the flipped classroom model: Developing second language writing skills through student-created digital videos

Abstract: This paper describes a project that aimed to leverage the students’ interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would form part of the already established flipped classroom model. Feedback from students suggests that there was tension between students as producers, and students as consumers. Student-created videos promoted second language learning through research, simplification, explanation, and encouraged more focus on form, promoting accuracy in English. However, it was also noted that students prefer a teacher explanation than a peer explanation and there were concerns over the “trustworthiness” of a peerproduced video tutorial.

Effects of video-based flipped class instruction on subject reading motivation

Abstract: Video‐based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video‐based flipped Mathematics class, traditional Mathematics class, video‐based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video‐based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) = 10.52, p < 0.001; t (1,98) = 7.68, p < 0.001; t (1,98) = 20.39, p < 0.001, respectively). However, students in the flipped classes reported significantly higher satisfaction and teaching effectiveness than those in the traditional classes (t (1,98) = −15.61. p < 0.001; t (1,98) = −11.98, p <0.001, respectively). A partial correlation controlling for motivation for general reading indicated that motivation for subject reading was negatively associated with academic subject satisfaction and perceived teaching effectiveness of teachers (rs ranged from −0.51 to −0.62, p < 0.001). Video‐based flipped class instruction was not only related to increased academic subject satisfaction and teaching effectiveness but also associated with lower motivation for subject reading. These findings suggest that video‐based flipped class instruction had limited capability to strengthen the learning motivation of students. [ABSTRACT FROM AUTHOR]

The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension.

Abstract: The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students’ listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3rd-year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after it. Using the flipped classroom model went through three successive stages: planning (where content was prepared and participants were oriented to the flipped classroom process), implementation (that included the pre, during, and after class parts of the flipped classroom model), and evaluation (where group projects were presented and evaluated). Paired-samples t-test revealed a statistically significant improvement in participants’ listening comprehension (t=11.341, p<0.05) between the pretest and the posttest in favor of the posttest. Therefore, it was concluded that the flipped classroom had a significant effect on the listening comprehension of Egyptian EFL students. Some recommendations and suggestions for further research were introduced.

Perceptions of Senior-Year ELT Students for Flipped Classroom: A Materials Development Course.

Abstract: This paper describes a structured attempt to integrate the flipped classroom model into a senior-level course at the higher education level. This study's purpose is to examine and compare the impac...