Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language
Article Sidebar
Main Article Content
Abstract
The Community of Inquiry (CoI) framework and the online flipped learning approach have both been extensively investigated as effective instructional designs in online courses; however, there has been little discussion on CoI-based online flipped-Mandarin as a foreign language learning. In this study students’ perception of the CoI-based online flipped MFL learning was examined together with the relationship among teaching presence, cognitive presence, and social presence in online flipped MFL learning. In this study a non-experimental research design and convenience sampling were employed. Data were collected using the CoI questionnaire, which was distributed to 103 full-time undergraduate students enrolled in elementary MFL courses. Descriptive results revealed that design and organization in the teaching presence featured the most; meanwhile, group cohesion in the social presence featured the least. Pearson’s correlation test results showed that a significant relationship existed among the three variables (teaching, cognitive, and social presence), with a particularly strong and positive correlation between the cognitive and social presence. These findings could help shape a new pedagogical design and improve online teaching practices.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: Asia-Pacific International University reserve exclusive rights to publish, reproduce and distribute the manuscript and all contents therein.
References
Ahmad, D., & Arifin, M. A. (2021). Exploring student achievement and perceptions in an online flipped grammar course. Indonesian Journal of Applied Linguistics, 10(3), 639–655. https://doi.org/10.17509/ijal.v10i3.31750
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136. http://doi.org/10.1016/j.iheduc.2008.06.003
Assalahi, H. (2020). Learning EFL online during a pandemic: Insights into the quality of emergency online education. International Journal of Learning, Teaching and Educational Research, 19(11), 203–222. http://ijlter.org/index.php/ijlter/article/view/3005
Costley, J. (2019). The relationship between social presence and cognitive load. Interactive Technology and Smart Education, 16(2), 172–182. https://doi.org/10.1108/itse-12-2018-0107
Fiock, H. (2020). Designing a community of inquiry in online courses. The International Review of Research in Open and Distributed Learning, 21(1), 135–153. https://doi.org/10.19173/irrodl.v20i5.3985
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2–3), 87–105. https://doi.org/ 10.1016/S1096-7516(00)00016-6
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1–2), 31–36. http://dx.doi.org/10.1016/j.iheduc.2009.10.002
Hazra, A., & Gogtay, N. (2016). Biostatistics series module 6: Correlation and linear regression. Indian Journal of Dermatology, 61(6), 593–601. http://doi.org/10.4103/0019-5154.193662
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1), 1–22. https://doi.org/10.1186/s41239-020-00234-x
Jia, C., Hew, K. F., Bai, S., & Huang, W. (2021). Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement. Journal of Research on Technology in Education, 54(2), 1–21. https://doi.org/10.1080/15391523.2020.1847220
Jinhee, C., Nesrin, B., Scagnoli, N. I., Boreum, J., & Xiaoping, T. (2020). Using the community of inquiry framework to understand students’ learning experience in online undergraduate business courses. TechTrends, 64(1), 172–181. https://doi.org/10.1007/s11528-019-00444-9
Lam, K. C.& Hoe, F. T. (2013). Mandarin Classroom Materials for Malay-speaking Students—A case in UNIMAS. Overseas Chinese Education, 3(68), 284–289
Lam, K. C., Ang, L. H., Kuan, W. L., & Hoe, F. T. (2018). Character recognition through wild association: An alternative in learning Chinese script for beginners. Issues in Language Studies, 7(1), 1–11. https://doi.org/10.33736/ils.1223.2018
Lam, K. C., Suib, N. A. B., Hoe, F. T., & Wee, S. P. (2020). Factors on choosing Chinese and Japanese: A comparative study. MANU Jurnal Pusat Penataran Ilmu dan Bahasa (PPIB), 31 (1), 153–176. https://doi.org/10.51200/manu.vi.2096
Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID-19: Using technology to develop 21st century skills. Interactive Technology and Smart Education,18(2), 189–204. http://dx.doi.org/10.1108/ITSE-08-2020-0137
Ma, G. (2020). The effectiveness of synchronous online flipped learning in college EFL reading course during the COVID-19 epidemic. Research Square. https://doi.org/10.21203/rs.3.rs-84578/v1
Marshall, H. W., & Kostka, I. (2020). Fostering teaching presence through the synchronous online flipped learning approach. Tesl-Ej, 24(2), 1–14. https://eric.ed.gov/?id=EJ1268565
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72. http://doi.org/10.4103/aca. ACA_157_18
Özüdoğru, M. (2022). Understanding the experiences of teacher candidates related to online flipped learning in relation to Community of Inquiry framework. Journal of Computer Assisted Learning, 38(2), 338–349. https://doi.org/10.1111/jcal.12609
Richardson, J.C., Arbaugh, J.C. Cleveland-Innes, M., Ice, P., Swan, K., and Garrison, D.R. (2010). Using the community of inquiry framework to inform effective instructional design. Paper presented at the 2010 AECT Research Symposium: Bloomington, IN, 2010. https://doi.org/10.1007/978-1-4614-1785-9_7
Saadatmand, M., Uhlin, L., Hedberg, M., Åbjörnsson, L., & Kvarnström, M. (2017). Examining learners’ interaction in an open online course through the community of inquiry framework. The European Journal of Open and Distance Learning, 20(1), 61–79. https://doi.org/10.1515/eurodl-2017-0004
Song, J. (2021). Redesigning a Foreign Language Class Based on the Community of Inquiry Model: Students' Learning Success and Satisfaction with an Online Course. The Korean Language in America, 25(1), 29–54. https://doi.org/10.5325/korelangamer.25.1.0029
Tseng, M. F., Lin, C. H., & Chen, H. (2018). An immersive flipped classroom for learning Mandarin Chinese: Design, implementation, and outcomes. Computer Assisted Language Learning, 31(7), 714–733. https://doi.org/10.1080/09588221.2018.1440603
Wang, K., & Zhu, C. (2019). MOOC-based flipped learning in higher education: students’ participation, experience and learning performance. International Journal of Educational Technology in Higher Education, 16(1), 1–18. https://doi.org/10.1186/s41239-019-0163-0
Wang, K., Zhu, C., Li, S., & Sang, G. (2022). Using revised community of inquiry framework to scaffold MOOC-based flipped learning. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2022. 2071948
Zhang, W., Chen, W., Wang, R., Zhao, H., Yuan, E., & Wang, Z. (2020). The presence design of online teaching based on CoI Model [Conference Session]. 2020 IEEE 2nd International Conference on Computer Science and Educational Informatization (CSEI), Xinxiang, China (pp. 225–229). IEEE Xplore. https://doi.org/10.1109/ CSEI50228.2020.9142498