Effects of integrating a concept mapping‐based summarization strategy into flipped learning on students’ reading performances and perceptions in Chinese courses

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 Notes What 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.

Influences of Flipped Teaching in Electronics Courses on Students’ Learning Effectiveness and Strategies

“…Previous studies show [ 23 ] that during COVID-19 students generally were dissatisfied with online learning, particularly in the communication and Q&A modes. The combined model of online teaching with flipped learning may improve students’ learning, attention, and evaluation of courses [ 18 , 23 , 24 ]. Thus, this study aims to discuss whether flipped teaching could improve the learning effectiveness and learning strategies of the students, and even sustain and strengthen their learning strategies.…”

“…Passively absorbing knowledge from others is not recommended in the process of learning [ 17 ]. The previous study of Hwang et al shows that dynamic instructional strategies in reading should stimulate critical and creative thinking [ 18 ].Therefore, learning strategies in this study highlight the concept of self-regulation leaning and the actions of learning.…”

“…Therefore, the appropriate application of learning strategies is important. When students could review the learning materials repeatedly, organize the learning contents, think independently, and employ cognition strategies to set learning plans, regulate learning methods, make use of resources to manage their time, recognize their learning environment, and ask teachers and peers for help when faced with learning difficulties and problems, the could learn more effectively [ 13 , 18 ].…”

Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

“…A concept map is a visual thinking tool that can be applied to all cognitive functions, especially to memory, learning, creativity, and analysis [22]. According to another definition, the concept mapping is a valid approach that helps students to structure and present conceptual information by using their visualization skills to improve their study skills [23].…”

“…PSI is an assessment tool that is formed of 32 items and a six-point Likert scale (1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = usually, 6 = always) and the Cronbach's alpha reliability coefficient of the PSI was calculated as 0.88, while the reliability coefficient was 0.85. There are six sub-dimensions that are found in the PSI, which are: Impulsive (13,14,15,17,21,25,26,30,32), Reflective (18,20,31,33,35), Problem solving Confidence (5,23,24,27,28,34), Avoidant style (1,2,3,4,11), Monitoring (6,7,8), and Planfulness (10,12,16,19). The Cronbach's alpha coefficients of the sub-dimensions are calculated as 0.74, 0.73, 0.72, 0.66, 0.76, and 0.69, respectively.…”