Abstract
Higher education in China has experienced a significant transformation from an elite
educational system to a stage of massification since the first decade of the 21st
century. A Small Private Online Course (SPOC) embedded flipped classroom is
called for to accelerate the innovation of teaching and learning approaches
particularly for English-major courses such as Intercultural Communication.
Compared to the traditional knowledge-transmission teaching, flipped classroom
approaches engage a variety of pre- and post-class work and in-class activities. This
raises questions about the real status of the SPOC embedded flipped classroom model
in Chinese higher education and whether it is perceived as important and effective.
This study aims to explore the feedback of a four-month experiment using a flipped
classroom approach which involved 153 undergraduate students at Wuhan University
of Technology. Adopting an online-based questionnaire which consisted of 40
multiple-choice and open-ended questions, the present study investigated the attitudes
of students toward the learning of English language and culture through the SPOC
embedded flipped classroom model. Major findings show the positive attitudes of
students toward the use of the proposed model in English-major courses; it
contributes to the development of students' autonomous, active, and collaborative
learning skills. However, some issues are addressed in relation to the time allocation
of online learning and in-class activities and students' engagement in the online
community. Several pedagogical suggestions are proposed such as the provision of an
induction program.
Original language | English |
---|---|
Publication status | Published - 2019 |
Event | The 9th Asian Conference on Language Learning Official Conference - Nagoya Duration: 1 Jan 2019 → … |
Conference
Conference | The 9th Asian Conference on Language Learning Official Conference |
---|---|
Period | 1/01/19 → … |