Examining the Implementation of a Flipped Chinese Classroom in a University in Brunei Darussalam: A Mixed Method Research

Min Shen

Abstract


ABSTRACT: Despite the promising potentials of using the flipped learning model, there are challenges lie in the practical aspects of implementing it. This study aims to provide implications to this problem, by investigating students’ engagements in self-study materials and to explore the causal conditions of an adequate engagement. Adopting a qualitative driven mixed method research approach, both qualitative and quantitative data were collected concurrently. Qualitative data were collected using three instruments during and after a 14-weeks flipped classroom conducted from early January to end of April 2018 with a total enrolment of 65 university students in the required course, Mandarin I. Quantitative data were extracted from a LMS (Learning Management System) applied to support the flipped classroom. Both kinds of data were analyzed separately followed by meta-inference being made. In which, interpretations stemming from both qualitative and quantitative findings were integrated into a coherent whole. Findings revealed that the core phenomenon in this flipped classroom was students’ diminishing access to self-study materials prior to face-to-face interactions in classes. Major causal conditions for this phenomenon were in Bruneian students’ beliefs in learning, teachers play a dominant role in the learning process, and this belief tends to persevere. On the other hand, students’ perceptions toward foreign language learning had changed through the study course, and their motivation in foreign language learning had changed consequently. When watching videos and other online activities transformed from fun activities into work or obligations, they felt less-motivated. Based on the findings, it is reasonable to suggest that establishing a positive rapport with students as an immediate and effective approach to motivate students’ self-learning, hence to improve the effectiveness of a flipped design.

KEY WORDS: Flipped Learning; Foreign Language Chinese; Motivation to Learn.

About the Author: Min Shen is a Lecturer, and currently also as Ph.D. Student, at the UBD (University of Brunei Darussalam), P.O. Box 414, Gadong BE3978, Negara Brunei Darussalam. For academic interests, the author is able to be contacted via e-mail address at: min.shen@ubd.edu.bn

Suggested Citation: Shen, Min. (2019). “Examining the Implementation of a Flipped Chinese Classroom in a University in Brunei Darussalam: A Mixed Method Research” in EDUCARE: International Journal for Educational Studies, Volume 11(2), February, pp.139-156. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (December 25, 2018); Revised (January 30, 2019); and Published (February 28, 2019).


Keywords


Flipped Learning; Foreign Language Chinese; Motivation to Learn

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References


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