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Efficacy of the flipped classroom approach in a world language classroom
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Ji, Eunjung. Efficacy of the flipped classroom approach in a world language classroom. Retrieved from https://doi.org/doi:10.7282/t3-rv20-5451

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TitleEfficacy of the flipped classroom approach in a world language classroom
NameJi, Eunjung (author); O'Donnell, Angela (chair); Curran, Mary (internal member); Kerrigan, John (internal member); Rutgers University; Graduate School of Education
Date Created2020
Other Date2020-05 (degree)
SubjectFlipped classrooms, Design of Learning Contexts
Extent1 online resource (vii, 109 pages) : illustrations
DescriptionThis study assessed the feasibility and effectiveness of the “flipped classroom” instructional approach in a Korean language course. In this approach, the teacher provides video lectures for students to view outside of class and conducts student-centered active learning in the classroom. A mixed-methods design was used to investigate students’ perceptions of this approach in an intensive intermediate Korean language course at a private university in New Jersey. Outside of class, students watched instructor-created video lectures and took an online quiz. In class, students worked in pairs or small groups on content from the assigned videos, completed homework assignments, and engaged in other learning activities, while the teacher acted as facilitator. Data were collected through an online survey, semi-structured interviews, class observation, and the instructor’s daily journal. Descriptive statistics and qualitative analysis both revealed that the flipped classroom approach facilitated self-paced learning and increased active classroom learning time. This enhanced interactions between peers and with the instructor, and it provided more opportunities to practice the target language in a meaningful way. Qualitative analysis also showed that many students found that this approach increased their overall achievement by maximizing the quality time spent in the classroom. However, despite the students’ overall satisfaction, it was noted that students who are not self-motivated and not responsible for their own learning are more likely to struggle in a flipped classroom. Also, the findings suggested that the use of more interactive videos would increase students’ use of the videos and learning from them.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-rv20-5451
LanguageEnglish, Chinese
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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