Developing a Chinese Language Course Integrating Deep Learning Theory and OBE: Promote Critical Thinking Skill for Undergraduate Students in Guangzhou, China

Na Li and Jiraporn Chano

Higher Education Studies, 2024, vol. 14, issue 4, 1

Abstract: This study aims to develop and evaluate a Chinese language course designed to enhance college students' critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions- (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes.

Date: 2024
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/hes/article/download/0/0/50595/54884 (application/pdf)
https://ccsenet.org/journal/index.php/hes/article/view/0/50595 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:hesjnl:v:14:y:2024:i:4:p:1

Access Statistics for this article

More articles in Higher Education Studies from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().