A Learning Analytics Approach to Investigating Factors Affecting EFL Students' Oral Performance in a Flipped Classroom

Autor/inn/en	Lin, Chi-Jen; Hwang, Gwo-Jen
Titel	A Learning Analytics Approach to Investigating Factors Affecting EFL Students' Oral Performance in a Flipped Classroom
Quelle	In: Educational Technology & Society, 21 (2018) 2, S.205-219 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Educational Technology; Technology Uses in Education; English (Second Language); Second Language Instruction; Homework; Video Technology; Blended Learning; Peer Relationship; Interaction; Student Attitudes; Program Effectiveness; Communities of Practice; Telecommunications; Student Participation; Foreign Countries; Quasiexperimental Design; Control Groups; Experimental Groups; Comparative Analysis; Questionnaires; College Freshmen; Statistical Analysis; Regression (Statistics); Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Hausaufgabe; Peer-Beziehungen; Interaktion; Schülerverhalten; Community; Telekommunikationstechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Fragebogen; Studienanfänger; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Flipped classrooms have been widely adopted and discussed by school teachers and researchers in the past decade. However, few studies have been conducted to formally evaluate the effectiveness of flipped classrooms in terms of improving EFL students' English oral presentation, not to mention investigating factors affecting their flipped learning outcomes. In this study, an online community-based flipped learning approach was proposed for an EFL oral presentation course; moreover, a learning analytics approach was used to analyze factors affecting the students' oral presentation outcomes. An 18-week research design was implemented with the online community-based flipped classroom using Facebook as the platform for facilitating and recording peer-to-peer interactions during the flipped learning process. In addition, the students' learning performance and perceptions were collected in 3 learning stages during the 18 weeks. The experimental results reveal positive effects of the online community-based flipped instruction over the conventional video-based instruction. That is, first, the online community-based flipped instruction using mobile devices can enhance students' English oral performance. Moreover, it was found that the high improvers had a significantly higher frequency of online participation, as well as more interactive behaviors and greater satisfaction with the flipped classroom than the low improvers. These results imply that the online community flipped classroom could not only provide learning materials and out-of-class learning for students, but could also help them become more responsible and autonomous in their learning and communication. These findings could be valuable references for those who intend to conduct effective flipped classrooms with an online community to facilitate students' before-class learning participation and to improve their in-class learning performance. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01