Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language
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...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Human Behavior, Development and Society
2022
|
| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/41073/3/Students%E2%80%99%20Perception%20-%20Copy.pdf http://ir.unimas.my/id/eprint/41073/ https://so01.tci-thaijo.org/index.php/hbds/issue/view/17324 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | 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. |
|---|