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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...

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Main Author: Kuan, Wee Ling
Format: Article
Language:English
Published: Human Behavior, Development and Society 2022
Subjects:
L Education (General)
PL Languages and literatures of Eastern Asia, Africa, Oceania
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
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spelling my.unimas.ir.410732023-10-12T02:24:13Z http://ir.unimas.my/id/eprint/41073/ Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language Kuan, Wee Ling L Education (General) PL Languages and literatures of Eastern Asia, Africa, Oceania 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. Human Behavior, Development and Society 2022-12 Article PeerReviewed text en http://ir.unimas.my/id/eprint/41073/3/Students%E2%80%99%20Perception%20-%20Copy.pdf Kuan, Wee Ling (2022) Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language. Human Behavior, Development and Society, 23 (3). pp. 98-107. ISSN 2651-1762 https://so01.tci-thaijo.org/index.php/hbds/issue/view/17324
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic L Education (General)
PL Languages and literatures of Eastern Asia, Africa, Oceania
spellingShingle L Education (General)
PL Languages and literatures of Eastern Asia, Africa, Oceania
Kuan, Wee Ling
Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language
description 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.
format Article
author Kuan, Wee Ling
author_facet Kuan, Wee Ling
author_sort Kuan, Wee Ling
title Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language
title_short Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language
title_full Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language
title_fullStr Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language
title_full_unstemmed Students’ Perception of the CoI-based Online Flipped Approach: Learning Mandarin as a Foreign Language
title_sort students’ perception of the coi-based online flipped approach: learning mandarin as a foreign language
publisher Human Behavior, Development and Society
publishDate 2022
url 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
_version_ 1781710340053008384
score 13.211869

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