This presentation will provide research findings regarding the integration of a flipped classroom model in an online Chinese language course. Using interactive approach, the presentation will engage audience in discussions about affordances and challenges of adopting a flipped classroom model in online language context from teachers' and students' perspectives.
In recent years, flipped classroom has become a buzz word in the field of foreign language teaching and learning. In this presentation, flipped classroom is defined as a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (Flipped Learning Network, 2014). With the increasing enrollment in distance and online courses (Watson, Pape, Murin, Gemin, & Vashaw, 2014), it is important to explore how to integrate the flipped classroom model in an online language course, especially the selection of various digital tools and teachers’ and students’ perceptions about the effectiveness of an online flipped model.
According to Bergmann and Sams (2012), adopting a flipped approach in language teaching can be beneficial in providing self-paced and differentiated learning, increasing teacher-student interaction, and facilitating student-centered learning. Despite the benefits of flipped classroom, few researchers have explored the teachers’ and/or students’ perceptions about a flipped classroom model in an online language course setting as well as the selection criteria for various digital tools. This presentation will provide research findings regarding the integration of a flipped classroom model in an online language course. Using interactive approach, the presentation will engage audience in discussions about affordances and challenges of adopting a flipped classroom model in online language context from teachers' and students' perspectives. Three research questions are proposed:
- What are the teachers’ perceptions about the effectiveness a flipped online Chinese course?
- What are the students’ perceptions about the effectiveness of a flipped online Chinese course?
- What are the selection criteria for various digital tools in a flipped online Chinese course?
Methods
Research Site and Participants
This project will be conducted within a state-wide virtual school and a university in mid-west U.S. The institution associated with the university is offering 10 different levels of online Chinese courses to secondary American students in collaboration with the virtual school. Online Chinese teachers are recruited by the institution. Students are middle and high school students enrolled from different states of the U.S.
Data Collection
The following materials will be collected for the purpose of this project.
- Teachers’ video recordings of their synchronous lab sessions (Adobe Connect and Voice Thread)
- An anonymous online survey for students
- An anonymous online survey for teachers
- Audio recordings of three semi-structured interviews for each participating teacher
Procedure
Online Survey: Starting from August, 2017, the PI of this project will work with all teachers to develop and integrate a flipped model in all levels of online Chinese courses. Two anonymous online surveys about teachers’ and students’ perceptions and experiences in the online Chinese course will be send out separately towards the end of the Fall 2017 Semester (January 2018) to all students who enrolled in the online Chinese courses and teachers who teach these courses.
Interview: The teachers will be interviewed three times during the Fall 2017 Semester about their online teaching approach (flipped model): one before the Fall 2017 semester starts (August, 2017), one in the middle of the semester (November, 2017), and one after the semester ends (February, 2018).
The overall duration of this project is estimated to start from August 2017 to May 2018. Data analysis will begin as soon as survey data is collected. A mixed-method design is adopted which involves qualitative and quantitative data analysis. Paper write-up will be conducted after all data is collected and analyzed.
Session Format
This presentation will engage audience by adopting interactive approaches such as small group discussion, Twitter audience involvement (creating a hashtag to engage Twitter discussion), and other web-based applications (e.g., Kahoot, Polleverywhere) to solicit audience’s response and opinions. The presentation will begin with an introduction of the research study and preliminary results, followed with identifying affordances and challenges of using flipped classroom model in an online language teaching and learning. Next, the presentation will provide opportunities for audience (both on-site and online) to engage in small group discussions by using a variety of web-based applications. Last but not least, the presentation will end with implications for research and practice based on research findings and group discussions.
Session Outcome
- Participants will learn research findings about the adoption of a flipped classroom model in an online language course.
- Participants will be able to identify affordances and challenges of using a flipped classroom model in an online language setting.
- Participants will be engaged in interactive discussions with on-site and online audience.
- Participants will learn the implications for research and practice in the field of online language teaching and learning.
Significance
With the rapid increase in online course enrollment and technology development, online language teaching and learning, especially for foreign language, becomes more and more popular to k-12 students. This presentation, based on empirical research findings from both students’ (learning) and teachers’ (teaching) perspectives about the adoption of a flipped classroom model in an online language course, will provide theoretical as well as practical implications to the field of online language teaching and learning.
References:
Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Watson, J., Pape, L., Murin, A., Gemin, B., & Vashaw, L. (2014). Keeping pace with K-12 digital learning: An annual review of policy and practice. Retrieved from http://www.kpk12.com/wp-content/uploads/EEG_KP2014-fnl-lr.pd