Enhancing In-Class Independence: A Qualitative Exploration of Collaborative Constructivism among Medical English Students with a Flipped Classroom Approach

Wang, Jinxuan; Mohsin, Norharyanti; WANG, Xing; Guo, Kairui; Jin, Ruijin; Bai, Yiling

doi:10.22062/sdme.2025.201491.1622

Enhancing In-Class Independence: A Qualitative Exploration of Collaborative Constructivism among Medical English Students with a Flipped Classroom Approach

Document Type : Original Article

Authors

Jinxuan Wang ¹

Norharyanti Mohsin ¹

Xing WANG ²

Kairui Guo ³

Ruijin Jin ⁴

Yiling Bai ³

¹ Curriculum & Instructional Technology Department, Faculty of Education, University Malaya, 50603 Kuala Lumpur, Malaysia

² School of Stomatology, Shanxi Medical University, Taiyuan City, Shanxi Province Taiyuan City, Shanxi Province China

³ Shanxi Medical University School and Hospital of Stomatology, Taiyuan, China

⁴ Shanxi Technology and Business University No. 99 Wucheng South Road, Xiaodian District, Taiyuan City, Shanxi Province, Taiyuan City, Shanxi Province, China

10.22062/sdme.2025.201491.1622

Abstract

Background: The Flipped Classroom Approach (FCA) is rapidly being used in Medical English Education to encourage autonomy and active learning; although the qualitative data on in-class independence through collaborative constructivism, fostered by FCA and its underlying factors, remain underexplored.
Objectives: To explore how FCA facilitates in-class autonomy among medical English students through collaborative constructivist processes.
Methods: A total of 20 medical students enrolled in an FCA-based medical English course were purposively sampled to conduct a qualitative case study. The data was collected by forming three focus groups, semi-structured interviews, classroom observations, LMS logs, and reflective journals. The data collection spanned over 10 weeks, and the data were thematically analysed using Braun and Clarke’s six-phase framework, followed by checks for intercoder reliability and triangulation to ensure trustworthiness.
Results: There was initial resistance to self-directed pre-class work among students, primarily because of cultural and technological barriers. However, students gradually turned confident, self-regulated, and developed ownership. Most students reported improved vocabulary retention and higher engagement. While structured pre-class materials, scaffolding, and role assignments mitigated imbalances in participation, peer discussions and instructor facilitation were pivotal in co-constructing knowledge, enhancing vocabulary retention, communicative skills, and engagement.
Conclusion: FCA enhances in-class independence and language competence among medical English learners when implemented with collaborative constructivist design and scaffolded supports. Institutions must invest in teacher training, digital literacy support, and structured pre-class scaffolds to maximize benefits.

Highlights

Jinxuan Wang: (Google Scholar) (PubMed)

Norharyanti Mohsin: (Google Scholar) (PubMed)

Xing WANG: (Google Scholar) (PubMed)

Kairui Guo: (Google Scholar) (PubMed)

Ruijin Jin: (Google Scholar) (PubMed)

Yiling Bai: (Google Scholar) (PubMed)

Keywords

Collaborative Constructivism

Flipped Classroom

In-Class Independence

Medical English Education

Peer Learning

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