LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
Chinese
Abstract (type = abstract)
This 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.
Subject (authority = LCSH)
Topic
Flipped classrooms
Subject (authority = RUETD)
Topic
Design of Learning Contexts
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.