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

Pardosi, Ariani Selviana; Liu, Ming

doi:10.22515/jemin.v1i2.4301

Cited by 3 publications

(4 citation statements)

References 21 publications

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“…When compared to the summarised prior research, the results of the current study are generally in agreement with those of other studies, especially those by Astawa et al [23] who aimed to determine if and how students' sense of agency and critical thinking skills may be improved through exposure to disaster map visualisation as part of a flipped classroom learning approach in the context of geography education, the study of Pardosi & Ming [24] examined how flipped learning instruction in a Chinese 'teaching with technology' course affects the growth of students' higher-order thinking skills (HOTS)., Alkhawaldeh & Khasawneh [25] also compared the effectiveness of the conventional approach to teaching English to students who are blind or visually impaired with the more innovative approach of using cellphones to flip the classroom., José et al [26] examined the flipped classroom as a pedagogical paradigm, with a special emphasis on how it encourages active learning in light of the current generation's preference for technological and collaborative approaches to education, Shih & Tsai [29] attempted to find out how students felt about using the flipped classroom method to complete projects online for marketing research classes., and finally Lee [30] aimed to test out a flipped classroom model in a functional English course for undergraduates and to analyse its benefits and drawbacks.. The results of these research show that the flipped classroom approach is effective in a variety of educational settings.…”

Section: Discussion Of the Resultssupporting

confidence: 89%

“…Pardosi & Ming [24] study aimed to determine if and how flipped classrooms influence the growth of undergraduates' higher-order thinking capacities (HOTS). Using a quasiexperimental approach, 70 Chinese 'teaching with technology' course enrollees majoring in scientific education were recruited for this study and randomly assigned to either a flipped or non-flipped group.…”

Section: Previous Studiesmentioning

confidence: 99%

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The effectiveness of the flipped learning strategy in developing the critical thinking and accounting skills of commercial technical secondary school students

Al-Rafayah

2023

P Sci Edu

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Introduction. As pedagogical practices evolve, the flipped learning strategy has emerged as a significant approach, especially in technical subjects like accounting. By prioritizing student-centered activities over traditional lectures, this method has demonstrated efficacy in enhancing comprehension of complex topics. The research aimed to identify the effectiveness of the flipped learning strategy in developing the critical thinking and accounting skills of commercial technical secondary school students. Study participants and methods. The study involved (160) students in the second year of technical and commercial secondary school for Girls divided into two groups, one of which represents the experimental group (80) students, and the other representing the control group (80) students. To achieve the goal of the research, the researcher prepared a list of accounting skills and a list of critical thinking skills in financial accounting. The researcher utilised SPSS for data analysis, calculating means and standard deviations and conducting the "T" test and the Eta square equation to test the research hypotheses and evaluate the effectiveness of the flipped learning technique on students' accounting knowledge and analytical prowess. The results. The study looked at how well the flipped learning method helped students in their second year of commercial high school with their accounting and critical thinking. The average score for the experimental group of 80 students on the financial accounting performance attitudes test was 72.38, with a standard deviation of 3.513. In contrast, the standard deviation was 7.507 points for the comparison group of 40 students. Assuming a significance threshold of 0.05, the estimated t-value for this difference was 25.601, and an Eta square value (2) of 0.89 showed a large effect size with a D value of 5.69. The average score for the experimental group was 61.18 (SD = 2.969) on the test of critical thinking skills, while the average score for the control group was 33.23 (SD = 3.490). A t-value of 38.581 indicates statistical significance at the 0.05 level for this difference. D = 8.72, which is quite high, and 2 = 0.95, which is consistent with the flipped learning technique having some effect on this test. In addition, there was a significant positive relationship between accounting competence and critical thinking abilities among the experimental group students, as shown by a Pearson correlation coefficient of 0.928 between scores on the performance attitudes test in financial accounting and the critical thinking skills test. Conclusions. The research showed that second-year students in commercial technical high schools benefited greatly from the flipped learning technique in terms of improved accounting and critical thinking abilities. Compared to their counterparts in the traditional learning environment, students who were exposed to the flipped learning approach had considerably greater accounting proficiency and critical thinking scores. Students in the control group did not show the same strong positive link between accounting knowledge and critical thinking skills. Based on these results, further study might focus on refining the flipped learning model, examining its viability in other technically-oriented fields, and investigating its potential for use in a wider range of educational settings.

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Section: Discussion Of the Resultssupporting

confidence: 89%

Section: Previous Studiesmentioning

confidence: 99%

The effectiveness of the flipped learning strategy in developing the critical thinking and accounting skills of commercial technical secondary school students

Al-Rafayah

2023

P Sci Edu

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“…These digital resources and platforms have been taken into account in creating interactive and creative teaching activities. Using these platforms, teachers can develop interesting hybrid or flipped learning activities (Pardosi & Ming, 2021). This finding suggests that not only can Social Networking Sites be used to enhance the efficacy of English language teaching, but web-based materials and resources also provide ample opportunities to develop more attractive teaching activities.…”

Section: Esp Teachers' Practices On the Use Of Technology For Languag...mentioning

confidence: 99%

Digital Teaching Awareness and Practice: Narratives From Indonesian Esp Teachers

Nugroho¹,

Triana²,

Zulaiha

2022

ELT Echo

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Research on the integration of digital technology in English language teaching has enormously been conducted. However, studies exploring digital teaching awareness and practice among English for specific purposes (ESP) teachers still remain a paucity of evidence. The present study aims to examine Indonesian ESP teachers" digital teaching awareness and technology-based classroom activities. To reach the objective, qualitative approach under the procedure of narrative inquiry is applied. Semi-structured interview, observation, and document analysis are employed to obtain the required data from 14 Indonesian ESP teachers teaching at various fields of study. The results reveal that the Indonesian ESP teachers develop their digital teaching competence and awareness through professional training programs (e.g. joining workshop, seminar, and conference) and personal practice (e.g. learning from Youtube and other platforms). The results further depict that they utilize Social Networking Sites (e.g. Facebook, WhatsApp, and Instagram) and web-based materials (web-blog, Kahoot, Canva, and Edmodo) to assist their digital teaching practices. The results contribute to offering valuable insight and reference for English teachers to conduct interactive technology-based teaching and learning activities. In addition, the results can be used as a reference for school/college policymakers to ensure the efficacy of digital language learning practice.

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“…to activate students' readiness before class (Bergmann & Sams, 2012). Through the pre-class activities, students experience a lot of exposure and practice on the target language, while the in-class hours are used for collaborative tasks such as discussion, role play, conversation, and presentation (Makruf et al, 2021;Pardosi & Ming, 2021). The primary goal of flipped learning environment is to provide students with more allocation of time to engage in a particular course material (Hazaymeh & Altakhaineh, 2019).…”

Section: Introductionmentioning

confidence: 99%

Booming the Vocabulary Acquisition by Using Flipped Classroom on EFL Learners’ PPA (Performance, Perception and Acceptance)

Retnaningsih¹,

Nugroho²,

Van

et al. 2022

VELES

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With the advancement of technology, today’s language teaching and learning are no longer restricted to classroom face-to-face interaction, but it is going beyond a formal classroom. Drawing on this issue, this study sheds some light on the impact of flipped learning instruction on vocabulary acquisition of English learners as a foreign language, their perception of the practices of flipped learning, and their acceptance of the use of the WhatsApp smartphone application to assist the flipped learning activities. An experimental research design was employed by involving 60 EFL learners who were assigned into flipped (N=30) and conventional (N=30) groups. Learners of the flipped group were taught in combined learning activities before the class using WhatsApp and in-class active practices on vocabulary. This study used multiple data collection sources, including pre and post-tests on English vocabulary, a self-report survey, and a Technology Acceptance Model (TAM) questionnaire. The results demonstrated that the EFL learners in the flipped group scored higher in the post-test, and significantly outperformed their counterparts in the conventional group. Moreover, the results of the self-report survey showed that the EFL learners were at a positive perception of the flipped learning environment to study English vocabulary. Furthermore, finding on the TAM questionnaire portrayed that the EFL learners acknowledged WhatsApp as a satisfactory digital platform to assist the activities of English learning through flipped classrooms. This study offers insights for teachers and curriculum developers to begin acknowledging the promising role of digital learning of English beyond the classroom.

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

Cited by 3 publications

References 21 publications

The effectiveness of the flipped learning strategy in developing the critical thinking and accounting skills of commercial technical secondary school students

The effectiveness of the flipped learning strategy in developing the critical thinking and accounting skills of commercial technical secondary school students

Digital Teaching Awareness and Practice: Narratives From Indonesian Esp Teachers

Booming the Vocabulary Acquisition by Using Flipped Classroom on EFL Learners’ PPA (Performance, Perception and Acceptance)

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