Exploring the Framework and Implementation Efficacy of the Flipped-Action Model in a College Bilingual-Education Class

Abstract

Inspired by the FLIPPED model proposed by Chen et al. (2014), which added three more PED components to the original FLIP model, this research project adds ACTION as one more component to make the previous schemata better-rounded. To figure out which component(s) make a significant influence on students learning motivation, learning strategies, and learning outcome, the researcher will track the student performance records, evaluate student surveys, conduct interviews, and utilize the statistical software SmartPLS to analyze the influences among Flexible environment, Learning culture, Intentional content, Professional educators, Progressive networking learning activities, Engaging and effective learning experiences, Diversified and seamless learning platform; and utilize SPSS to analyze the relationships between the modified model and the completion of the ACTION modules based on ratings done by the students for their internship. With 43 participants taking the Bilingual Education and Teaching course in the Department of Teaching Chinese as a Second Language, this project introduces a 20-week empirical study. Surveys are administered to elicit the information about the relationships between the FLIPPED-ACTION implementation and the students reaction. Cross-analyzing the quantitative and qualitative data, along with the supplementary resources such as interviews to students and internship supervisors, teaching logs, and the internship completion rate, will serve as a reference for verifying the degree of effectiveness of course design and an indicator of learning outcome.



Author Information
Yee-Chia Hu, Ming Chuan University, Taiwan

Paper Information
Conference: ACEID2016
Stream: Educational change through technologies

This paper is part of the ACEID2016 Conference Proceedings (View)
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