Mooc Learning Model Using Experiential Learning and Flipped Learning to Enhance Chinese Language Proficiency of Upper Secondary Students

Abstract

This research and development study aimed to: (1) develop a Massive Open Online Course (MOOC) model integrating experiential and flipped learning to enhance high school students' Chinese language proficiency; (2) evaluate the model's effectiveness; and (3) propose the final model. The study was conducted in four phases: needs and problem analysis, instructional model design and development, model implementation and evaluation, and model presentation. The model's suitability and validity were assessed by a panel of ten experts, including five specialists in curriculum and instruction and five in educational technology and communication. The effectiveness of the model was tested on 30 tenth-grade students selected through purposive sampling. The research instruments included a needs assessment questionnaire, the instructional model, a suitability assessment form, a learning plan, a resource-based website, a Chinese language proficiency test, a satisfaction questionnaire, and a model validation form. Data were collected using a one-group pretest–posttest quasi-experimental design. Statistical analyses included percentage, mean, standard deviation, and a dependent t-test.

The findings revealed that: (1) students faced significant challenges, including limited real-life opportunities to use Chinese and insufficient class time, highlighting the need for the instructional model; (2) the developed model integrates MOOCs, flipped learning, and experiential learning into a six-step instructional process; (3) students who used the model demonstrated a statistically significant improvement in Chinese language proficiency (p < .05) and reported the highest level of satisfaction; and (4) experts rated the model as highly suitable.