ICELW 2019 June 12 th -14 th , New York, NY, USA 1 The International Conference on E-Learning in the Workplace 2019, www.icelw.org ICELW 2013 Template #1 The Just-in-time Flipped Classroom: A New Way to Learn English in a Teacher Education Setting Clara Isabel Onatra Chavarro 1 and Sandra Marina Palencia González 2 1 Universidad Libre, Bogotá, Colombia 2 Universidad Libre and Universidad Nacional de Colombia, Bogotá, Colombia Abstract—This paper discusses the implementation of two pedagogical models: Just-in-time Teaching and Flipped Learning. The study was carried out in an English as a foreign language (EFL) setting. Participants were seventh- semester pre-service language teachers, so the context is a Teacher Education Program. Results have shown that the implementation has favored not only the student’s learning process, but also their own reflection towards learning. Index Terms: English as a Foreign Language, Just-in-time Teaching, Flipped Learning, Teacher Education I. INTRODUCTION This study was born from a bigger project at Universidad Libre, where researchers are inquiring how flipped learning can impact pre-service teacher’s autonomous learning. In this specific study, the researchers sought to commingle flipped learning with just-in-time teaching in an English Advanced II class, which is the last English level in the major of foreign languages. The objective was to see how this combination could help students strengthen their English level as future teachers. Population are pre-service language teachers that are in seventh semester, evening shift. They are sixteen people, where four are men, the rest are women. All of them work during the day. They study from 6 to 10 pm. The English Advanced II class is taught 6 hours a week (each hour is a 45-minute period). For that reason, it was necessary to think about a strategy that could complement what students take in the F2F encounters. They had to invest more time for them to learn, and the teacher had to think of a strategy that could really help them in this matter. For that reason, this article will take into consideration the three theoretical constructs of the study, that are: Just- in-time Teaching, Flipped Learning, and Teacher Education. Then, how the pedagogical intervention was carried out, mentioning the technological tools implemented and students’ outcomes. After that the methodology and results will be explained. Finally, conclusions drawn based on the intervention. II. THEORETICAL FRAMEWORK Three main constructs were considered for the development of this research project: Just-in-time Teaching, Flipped Learning, and Teacher Education. A. Just-in-time Teaching Just-in-time Teaching (JiTT from now on), originally developed by Novak, Patterson, Gavrin, and Christian [1], is an intentional pedagogical strategy meant to promote web-based study out-of-class time and active learning in- class time. In the former, students prepare themselves for class by accessing learning materials and completing assignments. In the latter, professors check students’ assignments ‘just-in-time’ to adapt in-class activities accordingly. In other words, professors guide class activities to solve students’ learning difficulties when preparing the upcoming lesson. Thus, class time is devoted to focus on those areas in which students need more help and it replaces the traditional lecture format. JiTT is grounded on the idea of a feedback loop meaning that the out-of-class assignments influence the in-class activities. The close relation between out-of and in-class exercises causes a positive feedback loop that fosters student motivation and learning. According to Marrs and Novak [2], three factors, involved in JiTT, aim at helping students to learn: 1) Incorporation of active learning approaches in which students are engaged in their own learning process by doing activities such as problem-solving or reflecting. 2) Construction of new knowledge from prior knowledge. As noted by the National Research Council “All new learning involves transfer based on previous learning, and this fact has important implications for the design of instruction that helps students learn” [3, p. 53]. This learning theory, known as constructivism, postulates that students build new understanding on preceding attitudes, experience and knowledge. 3) Prompt feedback. This is a pivotal component that takes place in every class when professors respond to students’ assignments submitted prior to class. B. Flipped Learning Flipped Learning (FL for short) is a pedagogical approach in which content is accessed by students before class and deeper understanding through discussion and problem-solving activities is facilitated by professors during class time. The latter can be represented in fig 1, as follows: