The “Flip” Side of Online Course Redevelopment

Trends and Developments for the Future of Language Education in Higher Education Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-7226-9.ch011

Angela Cook, Chunxuan Shen, Yen-Ying Lai

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Abstract

The COVID pandemic has highlighted the need for universities to be innovative and inclusive in their response to changing circumstances and to develop high quality courses in a completely online environment. In Semester 1, 2020, the team redeveloped a large undergraduate English and Chinese translation course at an Australian university in flipped mode while shifting the course to fully online delivery. The authors found that although student attitudes towards online flipped learning were initially mixed, levels of student engagement were similar to previous semesters. By the second semester of implementation, student evaluations of the course were significantly higher than in pre-flipped, pre-online semesters. This experience demonstrates that it is possible to develop a flipped university translation course that is interactive and engaging and challenges students academically. With appropriate scaffolding and the judicious use of technology, flipped learning offers a very positive learning experience and can be a key element of effective course design in fully online mode.

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网络课程再开发的“另一面”

2019冠状病毒病大流行凸显了大学在应对不断变化的环境时需要创新和包容，并在完全在线的环境中开发高质量的课程。在2020年第一学期，该团队在澳大利亚一所大学以翻转模式重新开发了一门大型本科英语和汉语翻译课程，同时将课程转移到完全在线授课。作者发现，尽管学生对在线翻转学习的态度最初是褒贬不一的，但学生的参与程度与前几个学期相似。到实施的第二学期，学生对课程的评价明显高于翻转前和在线前的学期。这一经验表明，开发一门具有互动性、参与性和挑战性的翻转大学翻译课程是可能的。通过适当的脚手架和明智地使用技术，翻转学习提供了非常积极的学习体验，可以成为完全在线模式下有效课程设计的关键因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Trends and Developments for the Future of Language Education in Higher Education

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