Page 132 - The lraternational Journal of the Royal Society of Thailand.indd

The International Journal of the Royal Society of Thailand
Volume XV-2023

Collaborative learning also improves students’ learning outcomes. According
to Nikolic & Milovanovic (2021), learning outcomes are significantly impacted by active
and collaborative learning techniques more than other techniques. In other words,
when students use collaborative learning methods to work together, they can
accomplish their shared objectives.

One of the collaborative and active learning environments is the “flipped”

classroom. The flipped classroom model emphasizes collaborative learning that can
create strong social interactions between students and teachers. Apart from strong
social interactions, flipped classrooms also enhance interactive discussion and
communication and problem-solving in a team with minimal guidance from teachers.

In this kind of class, students participate actively in group discussions or debates after
they have learned the course materials (e.g., lectures and videos) outside the classroom.
Flipped classrooms enhance peer assisted learning, and help teachers understand how
much their students have learned.

Since VUCA requires an individual to actively engage in the changing world,
students in a flipped classroom then learn in an active and collaborative way.

They have a chance to engage in activities such as problem solving, role-playing,
reading, writing, and participating in discussions and debates.

Besides, it is essential that EFL teachers need to be both a facilitator and a coach
at the time of collaborative learning in a flipped classroom. Teachers are suggested to
use coaching techniques to help students reflect critically on what they have learned

and integrate that information into their existing knowledge and beliefs.

During the students’ collaboration, effective communication among students
and between teachers and students promotes a positive learning environment.
Good communication also fosters creative thinking and encourages students to
contribute in an innovative and effective way. Therefore, the teaching style of the
teachers should be tailored to the student’s needs and values and should aim to help

the student set objectives of their learning and of each classroom task, develop action
plans, and evaluate their own progress.

Technology-assisted learning

Digital technology has become a key resource for acquiring new skills, improving
business acumen, and addressing personal needs. Covid-19 has accelerated the

technology-assisted learning as teaching and learning can now take place through a
variety of online platforms, such as YouTube, podcasts, MOOCs, and Coursera, as well
as through interactive tools like gamification and simulation. Even after the pandemic,

124 Teaching English in a VUCA World