The history of rural education in China using technology flipped classroom at the university: a case study for developing countries

The case study provides a sound strategy for educators from developing countries, which still face serious problems such as low-quality teaching and even illiteracy. The research purpose is to compare the effectiveness of a semester-long English language programme based on a flipped classroom and a traditional learning environment. The research sample included first-year teachers (N = 234) pursuing higher education at Luliang University. The research rests on a metric model, a 100-point semester test in English, the ECTS scale, and the questionnaire Engagement in an English Language Course developed by the researcher. The results indicated that the flipped class approach ensured the high academic achievements of students (p = 0.001) and engaged them in the learning process (p = 0.00). At the same time, the experimental group received higher average scores for two scales. A special focus is on rural education since the most qualified and experienced teachers leave rural regions and education lacks professionals. This research gives new insights into the Chinese experience of rural education. The paper provides advice on how to improve education in developing countries, as well as to support higher education in rural areas around the world.