A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes

Abstract

Although flipped learning has been recognized as being a potential approach enabling students to learn at their own pace before the class and facilitating in‐depth peer‐to‐peer and student‐to‐teacher interactions in the class, it remains a challenge to promote students' active learning in the before‐class stage, which could significantly affect their in‐class engagement and learning performance. In this study, a reflective thinking‐promoting approach is proposed to facilitate students' learning design project performance, technology‐enhanced active engagement, and their reflective thinking and participation in the before‐class stage of flipped learning. A quasi‐experiment was conducted on a flipped Digital Learning course of a Master's program in a university to evaluate the effects of the approach on students' learning design performance, engagement, reflective thinking and participation. A total of 19 students (7 male and 12 female) were in the experimental group learning with the reflective thinking‐promoting approach, while 19 (4 male and 15 female) were in the control group learning with the conventional flipped learning approach. The results indicated that the proposed approach significantly enhanced not only the students' learning design project outcomes and reflective thinking, but also their engagement and participation in the before‐class stage of flipped learning. Practitioner NotesWhat is already known about this topic Flipping learning is an effective teaching approach that shifts the lecture time to the before‐class stage and hence teachers have more time to conduct learning activities to promote students' higher order thinking as well as to deal with individual students learning problems. Students' learning experience, motivation and belief could be the factors that guide students towards engagement and participation in content and help them learn new skills. Engaging students in reflective thinking is an important and challenging issue. It provides students with an opportunity to scrutinize their own learning and hence make progress. What this paper adds A reflective thinking‐promoting approach into flipped learning is proposed to facilitate students' flipped learning engagement and participation behaviors as well as their project performance and reflective thinking. In addition to promoting students' learning outcomes, the results indicated that the proposed approach provides promising results on the technology‐enhanced active learning experience and participation in online learning in the before‐class stage of flipped learning. Implications for practice and/or policy Via monitoring students' online before‐class progress, instructors can recognize the factors that affect students' learning, adjust or differentiate their instruction and even provide students with more opportunities or with additional support to meet students' needs for learning. The link between the video lectures and the classroom activities can be examined in future research to perceive the influence of video lectures on students' participation behaviors in‐class activities. Forming reflective thinking skill is important, but attainable; it needs students' engagement and participation in time and effort.

Developing Students’ Reflective Thinking Skills in a Metacognitive and Argument-Driven Learning Environment

“…Likewise, Murphy (2014) noted that high school science students, who received reflectionbased instruction, were not able to develop significant changes in their reflective thinking skills. On the contrary, Chen, Hwang, Chang (2019) ascertained that the students exposed to a reflective thinking-based approach in the "before-class" stage of flipped learning had significantly improved reflective thinking skills more than those exposed in the traditional flipped learning approach. Considering these existing literature, the development of students' reflective thinking skills appears to be rarely investigated, especially in higher education.…”

Pelatihan Penggunaan Schoology Pada Guru SMA Negeri 9 Samarinda

“…Meskipun banyak keuntungan bagi pengguna untuk melakukan pembelajaran daring, para peneliti telah menunjukkan masalah dalam pembelajaran daring lingkungan hidup (Rowe et al, 2019). Misalnya, guru tidak dapat memahami proses belajar siswa karena kurangnya interaksi tatap muka (Chen, Hwang, & Chang, 2019). Niat dan motivasi daring pembelajaran akan berkurang jika platform pembelajaran daring tidak dapat memberikan umpan balik dan bimbingan instan kepada siswa (Muuro, et al, 2014).…”

Preparing for the Hybridization of the Accounting Profession: A CISA Boot Camp Case Study

“…Because research demonstrates the importance of promoting learning in the "before-class stage" and its positive impact on in-class engagement and learning performance (Chen et al, 2019), the boot camp should be announced at the beginning of each related course, followed by periodic announcements throughout the semester. After each announcement, the students should receive a link to a survey requesting the following information: 13 name, level of interest in the review course (Likert scale of one to five with five indicating the highest level of interest), grade level (i.e., sophomore, junior, senior), preferred day for the course (from a selection convenient to the instructor offering the course), and preferred times (from a selection convenient to the instructor offering the course).…”

“…In order to increase our "before-class stage" communications (Chen et al, 2019) and following previous research on the importance of communicating purpose and rationale to students (van der Meer, 2012), we sent e-mails to students reminding them of the upcoming boot camp. Each e-mail began with the line "Imagine Your Name, CISA" in an effort to excite students about the designation and elicit their desire to prepare for and pass the examination.…”