Identifying Student Satisfaction in the Flipped English Class Enhanced With Clickers

Identifying Student Satisfaction in the Flipped English Class Enhanced With Clickers

Zhonggen Yu (Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China)
DOI: 10.4018/IJICTE.2019100103

Abstract

The flipped class has received great popularity in the last decade. This study, combining quantitative with qualitative research methods, randomly selected over 200 participants and adopted both structural equation modeling and bivariate correlation analysis, studied the factors influencing student satisfaction via corresponding scales that were evidenced valid and internally consistent. It was concluded that several factors, i.e., learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology, exerted significant influence on student satisfaction. The data collected from the semi-structured interview supported the results as well. The design of CFLC should not ignore learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology since they have great impact on student satisfaction. Future research, in need of multi-disciplinary cooperation, may also focus on course design, teacher satisfaction, and textbook choice.
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2. Literature Review

The latest decade has been witnessing the popularity of the “flipped classroom”, which inverts the traditional pedagogic approach by turning the traditional model of information delivery upside-down (Mazur 2009: 51). In terms of the teaching and learning standpoint, the flipped classroom sheds light on the student-centered teaching rather than the teacher-centered. The flipped class uses educational technologies such as clickers to enhance peer interaction and collaboration (Fitzpatrick, 2012). It also allows teachers to alter the lecture-centered instruction by shifting from the teacher lecturing to students’ self-directed learning (Hamdan, McKnight, McKnight, and Arfstrom 2013, p. 3).

2.1. Student Satisfaction

Previous studies have found that the flipped model failed to keep satisfying students, which indicated further exploration of contributing factors of satisfaction (Zhai et al., 2017). It has been reported that use of clicker system is satisfactory to learners in a variety of classes. Learners were demonstrated to be willing to adopt clicker technology as an aid to learning (McKeachie, 1990). Before class, the flipped class required students to internalize knowledge through web-based learning, which plays as a major role of the flipped learning. Learners adopt educational technologies to communicate with peers and instructors, to share opinions, discuss questions, and solve problems via online interaction. The educational technology-aided learning will therefore play an important role in determining the satisfaction of clicker-aided flipped EFL class.

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