Mastery-based language learning outside class: Learning support in flipped classrooms
Date
2018-06-01
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University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Michigan State University Center for Language Education and Research
Volume
22
Number/Issue
2
Starting Page
50
Ending Page
74
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Abstract
In the last five years or so, research has extensively explored the benefits and problems of flipped classrooms in helping improve the student learning experience. However, little attention has been given to the kinds of support that students would need in the process of mastering learning outside class. To address this gap in research and practice, the current study proposes and evaluates a learning support framework for mastery-based learning outside class that aims to respond to students’ cognitive and affective needs and needs for developing appropriate learning strategies. The proposed framework was evaluated in a Chinese language course offered at an Australian university in Semester 1, 2016. This study focuses on the qualitative data collected through courses, such as screen captures of various learning support mechanisms, a student survey, and reflective journals from teachers. Our findings highlight the necessity, benefits, and challenges of offering learning support for mastery-based learning outside class in the flipped classroom context.
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Keywords
Computer-Assisted Language Learning, Instructional Design, Language Learning Strategies, Learner Autonomy
Citation
Wang, Y., & Qi, G. Y. (2018). Mastery-based language learning outside class: Learning support in flipped classrooms. Language Learning & Technology, 22(2), 50–74. https://doi.org/10125/44641
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25
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