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INSIGHTS FROM THE IMPLEMENTATION OF A FLIPPED CLASSROOM APPROACH WITH THE USE OF A COMMERCIAL LEARNING MANAGEMENT SYSTEM
Turkish Online Journal of Distance Education Pub Date : 2020-07-01 , DOI: 10.17718/tojde.762027
Onuma LAKARNCHUA , Sean BALME , Andrew MATTHEWS

As an option to help cope with challenges such as differing student needs, lack of student interest, and limited contact hours, the commercial learning management system (LMS) Blackboard was used to support a flipped classroom approach in a first-year English as a foreign language course at a large Thai public university. The aims of the study were to determine students’ perceptions of the course and how it affected their second language writing anxiety, in order to improve later versions of the course. Data were collected over the course of two non-consecutive measures from 272 participants in the first semester and 141 in the second. Data on students’ perceptions and anxiety were collected using a questionnaire and the Second Language Writing Anxiety Inventory (Cheng, 2004). After quantitative and qualitative analysis, results showed that participants’ second language writing anxiety was not significantly affected by the modified course. Their perceptions of the course appeared to be impacted by technological difficulties that occurred. The results seem to indicate that frustration with technology should be of greater concern when attempting to utilize an LMS or similar platform.

中文翻译:

使用商业学习管理系统实施翻转课堂方法的见解

作为帮助应对诸如学生需求不同,学生缺乏兴趣和联系时间有限等挑战的一种选择,商业学习管理系统(LMS)黑板被用来支持以英语作为第一语言的外语课堂教学法大型泰国公立大学的语言课程。这项研究的目的是确定学生对课程的理解以及它如何影响他们的第二语言写作焦虑,以改善课程的后续版本。在第一学期的272名参与者和第二学期的141名参与者中,通过两项非连续性措施收集了数据。使用问卷调查表和第二语言写作焦虑量表(Cheng,2004)收集了学生的感知和焦虑数据。经过定量和定性分析后,结果表明,参加者的第二语言写作焦虑并没有受到明显影响。他们对课程的看法似乎受到发生的技术困难的影响。结果似乎表明,在尝试使用LMS或类似平台时,对技术的挫败感应受到更大的关注。
更新日期:2020-07-01
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