Developing a Chinese Language Course Integrating Deep Learning Theory and OBE: Promote Critical Thinking Skill for Undergraduate Students in Guangzhou, China
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| Title: | Developing a Chinese Language Course Integrating Deep Learning Theory and OBE: Promote Critical Thinking Skill for Undergraduate Students in Guangzhou, China |
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| Language: | English |
| Authors: | Na Li, Jiraporn Chano |
| Source: | Higher Education Studies. 2024 14(4):1-11. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Chinese, Teaching Methods, Learning Processes, Critical Thinking, Skill Development, Undergraduate Study, Foreign Countries, Outcome Based Education, Thinking Skills, Student Improvement, College Freshmen, Flipped Classroom, Learner Engagement |
| Geographic Terms: | China (Guangzhou) |
| Assessment and Survey Identifiers: | California Critical Thinking Skills Test (College) |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This study aims to develop and evaluate a Chinese language course designed to enhance college students' critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions: (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451865 |
| Database: | ERIC |
| Abstract: | This study aims to develop and evaluate a Chinese language course designed to enhance college students' critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions: (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes. |
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| ISSN: | 1925-4741 1925-475X |
