The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction

Xiaomei Liu; Lindong Zhang; Shufang Zhang; Yingtao Tian

doi:doi:10.11648/j.edu.20200903.12

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The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction

Xiaomei Liu, Lindong Zhang, Shufang Zhang, Yingtao Tian

Published in Education Journal (Volume 9, Issue 3)

Received: 22 April 2020 Accepted: 18 May 2020 Published: 27 May 2020

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Abstract

The teaching model of blended learning with flipped classroom has been prevalent in China in recent years, but the empirical study in this regard is relatively less. On the basis of related theories, the innovative type of blended learning, which was a combination of mobile terminal learning, web-based autonomous learning, flipped classroom and face-to-face instruction, was designed. The purpose of this study was to enhance students’ autonomy in their e-learning, to raise the efficiency of the face-to-face instruction of the video-aural-oral course and to improve students’ listening and speaking ability. The new teaching model was tested on 156 non-English majors in Grade 2017 in Beijing University of Chemical Technology for two terms. The correlation coefficient of the scores of the web-based autonomous learning and the scores of the objective listening in the final exams was made. The criterion of the dynamic assessment of the oral test was designed. The different forms of the oral tests, which were assessed on the mobile terminal, by the peer and by the teacher, were adopted. The learning outcomes were collected and analyzed to verify the effect of this teaching model. The results show that most of the subjects did the web-based autonomous learning earnestly. The subjects’ listening and oral ability improved. In this study, the teacher’s leading role was manifested in all aspects of teaching: carefully designing the teaching content of the flipped class, raising the efficiency of the face-to-face instruction of the video-aural-oral class, closely tracking the subjects’ learning processes online and providing them with timely, personalized online and offline guidance. The students’ principal part was manifested in the interaction with the resources, motivated autonomous learning, learning before class, peer study, teamwork and self-reflection. All of these are the key elements in this teaching model. The conclusion has important reference significance on the research of blended learning.

Published in	Education Journal (Volume 9, Issue 3)
DOI	10.11648/j.edu.20200903.12
Page(s)	64-72
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Mobile Terminal Learning, Web-based Autonomous Learning, Flipped Classroom, Face-to-Face Instruction, Blended Learning

References

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[2]	Bonk C J, Graham C R, Cross J, et al. THE HANDBOOK OF BLENDED LEARNING: Global Perspectives, Local Designs [J]. Turkish Online Journal of Distance Education, 2009 (4): 181-181.
[3]	Allen I E, Seaman J. Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003 [J]. The Sloan Consortium, 2003 (23): 659-673.
[4]	Yen J C, Lee C Y. Exploring Problem Solving Patterns and Their Impact on Learning Achievement in A Blended Learning Environment [J]. Computers & Education, 2011 (1): 138-145.
[5]	Ke-kang He. On the Latest Development of the Theory of Educational Technology in the Angle of Blending Learning [J]. e-Education Research, 2004 (3): 1-6.
[6]	Wasoh F. Exploring the Roles of Blended Learning as an Approach to Improve Teaching and Learning English. [EB/OL].[2016-11-17]. http:// web. a. ebscohost. com/ehost/pdfviewer/pdfviewer?sid=27144a22-f991-47c4—a 39e-94160e6ce0a9% 40sessionmgr4007&vid=0&hid=4214.
[7]	Jonathan B, Aaron S. Flipped Learning For Math Instruction [M]. Beijing: China Youth Press, 2018.
[8]	Zhen LIU, Dai-wei ZHANG. Research on the Blending Learning based on the MOOC——Taking the “Basic Principle of Marxism” Course for Example [J]. Modern Educational Technology, 2017, (11): 99-106.
[9]	Xiaoying Feng, Ruixue Wang & Yijun Wu. A Literature Review on Blended Learning: Based on Analytical Framework of Blended Learning [J]. Journal of Distance Education, 2018, (3) 13-24.
[10]	Jiao-1an YAN, Wei-ran ZHANG, Yuan YU. School-based Flipped Classroom Teaching Reform on Video-aural-oral Course of College English — — A Case Study of BIPT [J]. Modern Educational Technology, 2016, (2): 94-100.
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[14]	Qiufang Wen. Application of the output-driven hypothesis in college English teaching; Reflections and suggestions. [J]. Foreign Language World, 2013, (6): 14-22.
[15]	Tyler, R. W. Basic Principles of Curriculum and Instruction [M]. Chicago: The University of Chicago Press, 1949.
[16]	The National Foreign Languages Teaching Advisory Board, Ministry of Education. Guidelines on College English Teaching [Z]. 2017. https://wenku.baidu.com/view/a514b9865ebfc77da26925c52cc58bd63086936d.html.
[17]	Kinsella K. Understanding and empowering diverse learners in ESL classrooms [A]. Reid J M. Learning styles in the ESL/EFL classroom [C]. Beijing: Foreign Language Teaching and Research Press, 2002: 193.
[18]	Gass S, Svetics I. & Lemelin S. Differential effects of attention. Language Learning. [J]. 2003, 53 (3): 495-543.
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[24]	Greenall S, Qiufang Wen. New Standard College English Real Communication An Integrated Course (Second edition) [Z]. Beijing: Foreign Language Teaching and Research Press, 2016.

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APA Style

Xiaomei Liu, Lindong Zhang, Shufang Zhang, Yingtao Tian. (2020). The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction. Education Journal, 9(3), 64-72. https://doi.org/10.11648/j.edu.20200903.12

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ACS Style

Xiaomei Liu; Lindong Zhang; Shufang Zhang; Yingtao Tian. The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction. Educ. J. 2020, 9(3), 64-72. doi: 10.11648/j.edu.20200903.12

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AMA Style

Xiaomei Liu, Lindong Zhang, Shufang Zhang, Yingtao Tian. The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction. Educ J. 2020;9(3):64-72. doi: 10.11648/j.edu.20200903.12

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@article{10.11648/j.edu.20200903.12,
  author = {Xiaomei Liu and Lindong Zhang and Shufang Zhang and Yingtao Tian},
  title = {The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction},
  journal = {Education Journal},
  volume = {9},
  number = {3},
  pages = {64-72},
  doi = {10.11648/j.edu.20200903.12},
  url = {https://doi.org/10.11648/j.edu.20200903.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200903.12},
  abstract = {The teaching model of blended learning with flipped classroom has been prevalent in China in recent years, but the empirical study in this regard is relatively less. On the basis of related theories, the innovative type of blended learning, which was a combination of mobile terminal learning, web-based autonomous learning, flipped classroom and face-to-face instruction, was designed. The purpose of this study was to enhance students’ autonomy in their e-learning, to raise the efficiency of the face-to-face instruction of the video-aural-oral course and to improve students’ listening and speaking ability. The new teaching model was tested on 156 non-English majors in Grade 2017 in Beijing University of Chemical Technology for two terms. The correlation coefficient of the scores of the web-based autonomous learning and the scores of the objective listening in the final exams was made. The criterion of the dynamic assessment of the oral test was designed. The different forms of the oral tests, which were assessed on the mobile terminal, by the peer and by the teacher, were adopted. The learning outcomes were collected and analyzed to verify the effect of this teaching model. The results show that most of the subjects did the web-based autonomous learning earnestly. The subjects’ listening and oral ability improved. In this study, the teacher’s leading role was manifested in all aspects of teaching: carefully designing the teaching content of the flipped class, raising the efficiency of the face-to-face instruction of the video-aural-oral class, closely tracking the subjects’ learning processes online and providing them with timely, personalized online and offline guidance. The students’ principal part was manifested in the interaction with the resources, motivated autonomous learning, learning before class, peer study, teamwork and self-reflection. All of these are the key elements in this teaching model. The conclusion has important reference significance on the research of blended learning.},
 year = {2020}
}

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TY - JOUR
T1 - The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction
AU - Xiaomei Liu
AU - Lindong Zhang
AU - Shufang Zhang
AU - Yingtao Tian
Y1 - 2020/05/27
PY - 2020
N1 - https://doi.org/10.11648/j.edu.20200903.12
DO - 10.11648/j.edu.20200903.12
T2 - Education Journal
JF - Education Journal
JO - Education Journal
SP - 64
EP - 72
PB - Science Publishing Group
SN - 2327-2619
UR - https://doi.org/10.11648/j.edu.20200903.12
AB - The teaching model of blended learning with flipped classroom has been prevalent in China in recent years, but the empirical study in this regard is relatively less. On the basis of related theories, the innovative type of blended learning, which was a combination of mobile terminal learning, web-based autonomous learning, flipped classroom and face-to-face instruction, was designed. The purpose of this study was to enhance students’ autonomy in their e-learning, to raise the efficiency of the face-to-face instruction of the video-aural-oral course and to improve students’ listening and speaking ability. The new teaching model was tested on 156 non-English majors in Grade 2017 in Beijing University of Chemical Technology for two terms. The correlation coefficient of the scores of the web-based autonomous learning and the scores of the objective listening in the final exams was made. The criterion of the dynamic assessment of the oral test was designed. The different forms of the oral tests, which were assessed on the mobile terminal, by the peer and by the teacher, were adopted. The learning outcomes were collected and analyzed to verify the effect of this teaching model. The results show that most of the subjects did the web-based autonomous learning earnestly. The subjects’ listening and oral ability improved. In this study, the teacher’s leading role was manifested in all aspects of teaching: carefully designing the teaching content of the flipped class, raising the efficiency of the face-to-face instruction of the video-aural-oral class, closely tracking the subjects’ learning processes online and providing them with timely, personalized online and offline guidance. The students’ principal part was manifested in the interaction with the resources, motivated autonomous learning, learning before class, peer study, teamwork and self-reflection. All of these are the key elements in this teaching model. The conclusion has important reference significance on the research of blended learning.
VL - 9
IS - 3
ER -

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Author Information

Xiaomei Liu

School of Humanities and Law, Beijing University of Chemical Technology, Beijing, China
Lindong Zhang

School of Humanities and Law, Beijing University of Chemical Technology, Beijing, China
Shufang Zhang

School of Humanities and Law, Beijing University of Chemical Technology, Beijing, China
Yingtao Tian

School of Humanities and Law, Beijing University of Chemical Technology, Beijing, China

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Xiaomei Liu, Lindong Zhang, Shufang Zhang, Yingtao Tian. (2020). The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction. Education Journal, 9(3), 64-72. https://doi.org/10.11648/j.edu.20200903.12

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Xiaomei Liu; Lindong Zhang; Shufang Zhang; Yingtao Tian. The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction. Educ. J. 2020, 9(3), 64-72. doi: 10.11648/j.edu.20200903.12

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AMA Style

Xiaomei Liu, Lindong Zhang, Shufang Zhang, Yingtao Tian. The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction. Educ J. 2020;9(3):64-72. doi: 10.11648/j.edu.20200903.12

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@article{10.11648/j.edu.20200903.12,
  author = {Xiaomei Liu and Lindong Zhang and Shufang Zhang and Yingtao Tian},
  title = {The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction},
  journal = {Education Journal},
  volume = {9},
  number = {3},
  pages = {64-72},
  doi = {10.11648/j.edu.20200903.12},
  url = {https://doi.org/10.11648/j.edu.20200903.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200903.12},
  abstract = {The teaching model of blended learning with flipped classroom has been prevalent in China in recent years, but the empirical study in this regard is relatively less. On the basis of related theories, the innovative type of blended learning, which was a combination of mobile terminal learning, web-based autonomous learning, flipped classroom and face-to-face instruction, was designed. The purpose of this study was to enhance students’ autonomy in their e-learning, to raise the efficiency of the face-to-face instruction of the video-aural-oral course and to improve students’ listening and speaking ability. The new teaching model was tested on 156 non-English majors in Grade 2017 in Beijing University of Chemical Technology for two terms. The correlation coefficient of the scores of the web-based autonomous learning and the scores of the objective listening in the final exams was made. The criterion of the dynamic assessment of the oral test was designed. The different forms of the oral tests, which were assessed on the mobile terminal, by the peer and by the teacher, were adopted. The learning outcomes were collected and analyzed to verify the effect of this teaching model. The results show that most of the subjects did the web-based autonomous learning earnestly. The subjects’ listening and oral ability improved. In this study, the teacher’s leading role was manifested in all aspects of teaching: carefully designing the teaching content of the flipped class, raising the efficiency of the face-to-face instruction of the video-aural-oral class, closely tracking the subjects’ learning processes online and providing them with timely, personalized online and offline guidance. The students’ principal part was manifested in the interaction with the resources, motivated autonomous learning, learning before class, peer study, teamwork and self-reflection. All of these are the key elements in this teaching model. The conclusion has important reference significance on the research of blended learning.},
 year = {2020}
}

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