Challenges to Overcome and Scaffolding to Build on: Flipping a Humanities Course in a Chinese University

Hao Yang and Zhiqiang Ma
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Hao Yang: Department of English Language and Literature, School of Foreign Studies, Jiangnan University, Wuxi, China
Zhiqiang Ma: Department of Educational Technology, School of Humanities, Jiangnan University, Wuxi, China

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2019, vol. 9, issue 3, 50-67

Abstract: While current research on the flipped classroom generally focuses on test results and (or) student/teacher perceptions as a measurement of its pedagogical efficacy, students' adaptation to it and the essential conditions for its application are rarely explored. This exploratory case study aims to rectify this by examining how university students adapted to flipped classrooms implemented in a public university in East China. The findings suggest that while the flipped model is impeded by entrenched polarity between students in terms of their learning dispositions and academic competence, students do develop a prototype of theories of learning, a sense of better self through learning from their peers and an awareness of the importance of intrinsic motivation. A gradualist approach is thus proposed for implementing flipped classrooms, which requires longitudinal studies accordingly to understand its long-term effects on learning behavior hitherto left unexplored.

Date: 2019
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