Structural and Communal Differences Between Flipped and Non-Flipped College English Composition Classes
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This study explores the structural and communal differences between flipped and non-flipped college English composition classes. Using timelined structure analysis and a 20-item sense of community questionnaire adapted from Rovai (2002), the research examines how instructional design influences student engagement and social connectedness. Twenty undergraduate students participated, divided into a flipped learning group (n = 9) and a non-flipped learning group (n = 11). Classroom sessions were analyzed to identify patterns of interaction, and survey data were collected to measure students’ perceived sense of community. The results indicate that the flipped class demonstrated more dynamic classroom flows with frequent transitions between peer activities, group work, and whole-class discussions. Students in the flipped group reported significantly higher perceptions of timely feedback, peer reliance, and support compared to those in the non-flipped group. However, limitations such as non-randomized group assignment, small sample size, and reliance on self-reported measures suggest that findings should be interpreted cautiously. Despite these constraints, the study suggests that carefully designed flipped learning models may offer meaningful benefits for enhancing both academic performance and social engagement in college English composition courses. Future research employing larger samples and mixed-methods approaches is recommended to deepen understanding of these effects.
Abstract
This study explores the structural and communal differences between flipped and non-flipped college English composition classes. Using timelined structure analysis and a 20-item sense of community questionnaire adapted from Rovai (2002), the research examines how instructional design influences student engagement and social connectedness. Twenty undergraduate students participated, divided into a flipped learning group (n = 9) and a non-flipped learning group (n = 11). Classroom sessions were analyzed to identify patterns of interaction, and survey data were collected to measure students’ perceived sense of community. The results indicate that the flipped class demonstrated more dynamic classroom flows with frequent transitions between peer activities, group work, and whole-class discussions. Students in the flipped group reported significantly higher perceptions of timely feedback, peer reliance, and support compared to those in the non-flipped group. However, limitations such as non-randomized group assignment, small sample size, and reliance on self-reported measures suggest that findings should be interpreted cautiously. Despite these constraints, the study suggests that carefully designed flipped learning models may offer meaningful benefits for enhancing both academic performance and social engagement in college English composition courses. Future research employing larger samples and mixed-methods approaches is recommended to deepen understanding of these effects.