Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context

Lin, Hon-Yi; Hwang, Gwo‐Jen; Chang, Shao‐Chen; Hsu, Yaw‐Don

doi:10.1016/j.compedu.2021.104266

Cited by 52 publications

(41 citation statements)

References 93 publications

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“…The facilitator provides feedback and scaffolding for learners’ reflective writing, which is helpful in improving their reflection quality [ 44 ]. Moreover, receiving evaluations and thinking deeply about others’ responses to their own comments may have a positive influence on students’ critical thinking [ 45 ]. However, few researchers have explored the interactions between teachers and students while considering their various roles and their impact on learners’ co-reflection.…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying Learners’ Interaction Patterns in an Online Learning Community

et al. 2022

IJERPH

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The interactions among all members of an online learning community significantly impact collaborative reflection (co-reflection). Although the relationship between learners’ roles and co-reflection levels has been explored by previous researchers, it remains unclear when and with whom learners at different co-reflection levels tend to interact. This study adopted multiple methods to examine the interaction patterns of diverse roles among learners with different co-reflection levels based on 11,912 posts. First, the deep learning technique was applied to assess learners’ co-reflection levels. Then, a social network analysis (SNA) was conducted to identify the emergent roles of learners. Furthermore, a lag sequence analysis (LSA) was employed to reveal the interaction patterns of the emergent roles among learners with different co-reflection levels. The results showed that most learners in an online learning community reached an upper-middle co-reflection level while playing an inactive role in the co-reflection process. Moreover, higher-level learners were superior in dialog with various roles and were more involved in self-rethinking during the co-reflection process. In particular, they habitually began communication with peers and then with the teacher. Based on these findings, some implications for facilitating online co-reflection from the perspective of roles is also discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Identifying Learners’ Interaction Patterns in an Online Learning Community

et al. 2022

IJERPH

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“…The introduction of the flipped teaching method and digital technologies has the potential to encourage and promote active learning, learner-centeredness, and critical thinking skills of language learners in EFL classrooms ( Pasaribu and Iswandari, 2019 ). Flipped learning with the help of technologies attracts students to their learning procedure through supportive and problem-based educational tasks to develop their basic reasoning and critical thinking skills ( Prahani et al, 2020 ; Lin et al, 2021 ). van Vliet et al (2015) stated that learners, involved in flipped educational contexts, tend to use critical thinking strategies, such as planning, monitoring, and evaluation strategies.…”

Section: Review Of Literaturementioning

confidence: 99%

“…This review probed the role of flipped learning approach in learners’ critical thinking and engagement in academic contexts. Erlier studies have shown that web-based flipped classrooms have the capability to increase EFL learners’ critical thinking (e.g., Munir et al, 2018 ; Cheng et al, 2019 ; Pasaribu and Iswandari, 2019 ; Prahani et al, 2020 ; Lin et al, 2021 ). Previous investigations indicated that social media can draw the attention of learners by having supportive and problem-based educational tasks to foster higher-order thinking and critical thinking skill ( Cheng et al, 2019 ).…”

Section: Conclusion Implication and Suggestions For Further Researchmentioning

confidence: 99%

“…Researchers have further revealed that with an effective design of learning activities, teachers can instruct students to comprehend, analyze, and even solve problems through discussion with classmates and teachers in flipped learning ( Lin et al, 2021 ). From the perspective of social constructivism, interaction with peers implies better opportunities for sharing and constructing knowledge ( Al-Qaysi et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

Pang

2022

Front. Psychol.

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The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language (EFL) educational contexts. This review probed the effect of the web-based flipped learning approach on learners’ engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, and high-quality interaction through the use of social media can be influential in developing learners’ engagement. Moreover, social media platforms can provide a context for feedback, and various types of challenging tasks that can improve EFL learners’ critical thinking. However, this review implicated that social media in flipped learning approach may be beneficial for instructors, learners, teacher educators, curriculum designers, educational policy-makers, and advisors to be aware of this valuable learner-centered approach.

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“…Flipped learning is based on the idea of technology integration into classroom teaching activities, where teachers and students are able to "flip" their classroom both prior to the class and in-class learning activities (Al Mamun et al, 2021;Birgili et al, 2021;Bredow et al, 2021;Ekici, 2021;Wahyuningsih & Baidi, 2021). In this approach, the use of technological tools is the key success of gaining the best results of students' performances in the teaching and learning process (Lin et al, 2021;Wardani & Suharto, 2021;Van Alten et al, 2021). Till today, flipped learning approach has been widely used in various teaching contexts around the world.…”

Section: Introductionmentioning

confidence: 99%

Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students

Pardosi

Liu

2021

JEMIn

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Flipped learning approach has recently gained much more attention and has widely been utilized as a new approach to assist student-centered learning activities across different contexts of teaching. The present study aims to examine the effect of flipped learning instruction on undergraduate students’ development of higher order thinking skills (HOTS). Drawing on a quasi-experimental design, this study recruited 70 Chinese science education students enrolled in ‘teaching with technology’ course; they were equally divided into flipped (experiment) and non-flipped (control) groups. Data were obtained from pre-tests and post-tests in both groups using a higher order thinking skill test, and were analyzed by means of sample t-test using IBM-SPSS version 24. The results showed that flipped group students outperformed the non-flipped students in terms of HOTS performance. There was a significant different between the results of flipped group students’ pre-test and post-test scores (p-value: 0.000 0.05). It suggests that the flipped learning instruction has a significant effect on the Chinese undergraduate students’ HOTS development. This study contributes to providing valuable insights for instructors and college curricula designers to incorporate flipped learning approach in teaching at university level.

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Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context

Cited by 52 publications

References 93 publications

Identifying Learners’ Interaction Patterns in an Online Learning Community

Identifying Learners’ Interaction Patterns in an Online Learning Community

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students

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