Effects of integrating a concept mapping‐based summarization strategy into flipped learning on students' reading performances and perceptions in Chinese courses.
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| Title: | Effects of integrating a concept mapping‐based summarization strategy into flipped learning on students' reading performances and perceptions in Chinese courses. |
|---|---|
| Authors: | Hwang, Gwo‐Jen gjhwang.academic@gmail.com, Chen, Mei‐Rong Alice, Sung, Han‐Yu, Lin, Meng‐Hsuan |
| Source: | British Journal of Educational Technology. Sep2019, Vol. 50 Issue 5, p2703-2719. 17p. 3 Diagrams, 6 Charts, 1 Graph. |
| Subject Terms: | *Elementary schools, *Curriculum, *Cognitive load, *Reading comprehension, *Cognitive ability |
| Geographic Terms: | China |
| Abstract: | The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping‐based summarization strategy was incorporated into flipped learning to improve students' reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre‐ and post‐questionnaires for measuring the students' reading motivation, self‐efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students' summarization skills, while the impact of the approach on students' reading comprehension was not significant. Moreover, reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students' summarization ability are directly related, but there may be an indirect relationship with reading comprehension. Practitioner NotesWhat is already known about this topic The capability of reading comprehension has been recognized as a challenging objective in the Chinese curriculum.It is time‐consuming and difficult to train students in all kinds of reading skills in class.Flipped learning could be one of the approaches to solving this dilemma as it provides more practice and interaction time with peers and teachers in class.The acquisition of new skills can be technically demanding.The difficulty levels of the skills to be acquired should be considered.What this paper adds A concept mapping‐based summarization strategy for flipped learning is proposed to enhance students' summarization and reading comprehension in a Mandarin Chinese course.The proposed approach improved the students' summarization skills.When learning with the proposed approach, students' reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic motivation and extrinsic motivation.Implications for practice and/or policy Combining concept mapping with the summarization strategy in flipped learning mode has good potential to improve students' summarization skills.Dynamic instructional strategies in reading should be promoted to stimulate critical and creative thinking.Flipped video assignments at students' own levels should be considered. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 138203558 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of integrating a concept mapping‐based summarization strategy into flipped learning on students' reading performances and perceptions in Chinese courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hwang%2C+Gwo‐Jen%22">Hwang, Gwo‐Jen</searchLink><i> gjhwang.academic@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Chen%2C+Mei‐Rong+Alice%22">Chen, Mei‐Rong Alice</searchLink><br /><searchLink fieldCode="AR" term="%22Sung%2C+Han‐Yu%22">Sung, Han‐Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Meng‐Hsuan%22">Lin, Meng‐Hsuan</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Sep2019, Vol. 50 Issue 5, p2703-2719. 17p. 3 Diagrams, 6 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping‐based summarization strategy was incorporated into flipped learning to improve students' reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre‐ and post‐questionnaires for measuring the students' reading motivation, self‐efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students' summarization skills, while the impact of the approach on students' reading comprehension was not significant. Moreover, reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students' summarization ability are directly related, but there may be an indirect relationship with reading comprehension. Practitioner NotesWhat is already known about this topic The capability of reading comprehension has been recognized as a challenging objective in the Chinese curriculum.It is time‐consuming and difficult to train students in all kinds of reading skills in class.Flipped learning could be one of the approaches to solving this dilemma as it provides more practice and interaction time with peers and teachers in class.The acquisition of new skills can be technically demanding.The difficulty levels of the skills to be acquired should be considered.What this paper adds A concept mapping‐based summarization strategy for flipped learning is proposed to enhance students' summarization and reading comprehension in a Mandarin Chinese course.The proposed approach improved the students' summarization skills.When learning with the proposed approach, students' reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic motivation and extrinsic motivation.Implications for practice and/or policy Combining concept mapping with the summarization strategy in flipped learning mode has good potential to improve students' summarization skills.Dynamic instructional strategies in reading should be promoted to stimulate critical and creative thinking.Flipped video assignments at students' own levels should be considered. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.12708 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 2703 Subjects: – SubjectFull: Elementary schools Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Cognitive load Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: China Type: general Titles: – TitleFull: Effects of integrating a concept mapping‐based summarization strategy into flipped learning on students' reading performances and perceptions in Chinese courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hwang, Gwo‐Jen – PersonEntity: Name: NameFull: Chen, Mei‐Rong Alice – PersonEntity: Name: NameFull: Sung, Han‐Yu – PersonEntity: Name: NameFull: Lin, Meng‐Hsuan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 50 – Type: issue Value: 5 Titles: – TitleFull: British Journal of Educational Technology Type: main |
| ResultId | 1 |
