Abstract

In the last five years or so, research has extensively explored the benefits and problems of flipped classrooms in helping improve the student learning experience. However, little attention has been given to the kinds of support that students would need in the process of mastering learning outside class. To address this gap in research and practice, the current study proposes and evaluates a learning support framework for mastery-based learning outside class that aims to respond to students' cognitive and affective needs and needs for developing appropriate learning strategies. The proposed framework was evaluated in a Chinese language course offered at an Australian university in Semester 1, 2016. This study focuses on the qualitative data collected through courses, such as screen captures of various learning support mechanisms, a student survey, and reflective journals from teachers. Our findings highlight the necessity, benefits, and challenges of offering learning support for mastery-based learning outside class in the flipped classroom context.

Citation

Wang, Y. & Qi, G.Y. (2018). Mastery-Based Language Learning outside Class: Learning Support in Flipped Classrooms. Language Learning & Technology, 22(2), 50-74. Retrieved August 6, 2024 from https://www.learntechlib.org/p/191574/.

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Keywords

• blended learning
• Chinese
• computer mediated communication
• course evaluation
• Data Analysis
• Foreign Countries
• instructional design
• learning strategies
• Mastery Learning
• Outcomes of Education
• Qualitative Research
• second language learning
• Student Surveys
• undergraduate students