Active blended learning in the teaching of chinese as foreign language: Facing pandemic challenge

• Published in: Proceedings of the International Conference on Industrial Engineering and Operations Management
• Main Author: Soon G.Y.; Chua N.A.; Yusof C.M.Z.; Saputra J.
• Format: Conference paper
• Language: English
• Published: IEOM Society 2021
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114234300&partnerID=40&md5=bf8e78bc0b306d89c4fda4d75fd558dc

Active blended learning (ABL) is a pedagogical approach that incorporates sensory experiences with centred student interactions (with content, peers, and tutors) in the appropriate learning environments inside and outside the classroom. ABL focuses on engaging students in the creation, reflection, and criticism of knowledge, improving learners' autonomy and, of course, on achieving learning outcomes. The teaching of Chinese as a foreign language can be supported by using active blended learning. Various active blended learning methods can be utilised in supporting Mandarin learning inside and outside the classroom. The active blended learning methods include a personal blog, i-learn system, Facebook group, WhatsApp group, various self-developed systems etc. It provides self-directed learning experiences for the learners. However, the student's achievement is still unsatisfactory due to their limited competency in utilising online application (ABL). Of these, this study aims to study the student perception of ABL and the use of ABL. The result of this study shows that majority of students on some essential issues. A total of 31.8 per cent of students prefer to use online learning (ABL) to share/ access course materials (e.g., notes, slides, videos). Meanwhile, 68.2 per cent of students preferred to have regular classroom times for online learning. Also, we found that the institutional level is the most important use to support ABL among students. It followed by social level for communication, personal level and 4 additional levels were deemed the least useful to support ABL among students. Besides that, this study indicated a significant difference in using ABL based on four utilisation levels in supporting ABL. In conclusion, active blended learning should be structured to realise the promises that active blended learning can offer and avoid pitfalls along the way. It is important to put students' minds together, and their hearts will follow and build a sense of keenness in doing active blended learning together. The structure of levels shared could also provide the instructors with guidelines to ensure their 'best of active blends'. Thus, active blended learning should be encouraged in the active utilisation to teach Chinese as a foreign language and for all foreign language learning in general. © IEOM Society International.