Purpose This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class. Design/methodology/approach This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace. Findings Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area. Originality/value This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

中文翻译：

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通过LMS TES BlendSpace在翻转的教室中支持学生的自主学习

目的本文旨在研究学习管理系统（LMS）在使用翻转课堂方法促进学生的自我导向的体验式学习中的作用。这项研究进一步评估了在课堂上进行的课堂讲授之前，将视频讲座（被视为一种社交接口）供学生观看的有效性。设计/方法/方法这是一个案例研究，该研究调查了一组英语作为外语（EFL）的本科生，从而通过翻转课堂方法确定了LMS TES BlendSpace对培养他们的自主学习能力的影响。通过定性的方法，通过对学生访谈和对学生活动的观察以及对TES BlendSpace上载的视频记录的观察，来收集数据。发现翻转的教室已经开始重新设计学习空间，并通过视频教学实践来促进主动学习。这项研究概述了翻转教室以及学生从LMS上发布的大量在线内容所获得的收益。翻转的课堂模式显然改变了学习范式，使学生能够自主学习进度，并熟悉促进有效学习的视频讲座。这项研究的结论对该领域的进一步研究具有启示意义。原创性/价值这项研究有可能为促进学生的自主学习做出贡献，并建议继续在该机构以及所有课程中应用其未来的EFL课程，