Innovation of flipped learning encouraging better communication and critical thinking skills among accounting students

Abstract

Abstract:Currently the trend among the lecturer to adopt innovation and technology as a tool in the lecture hall in fostering and increasing the positive impact among the students. Innovation and technology may encourage better impact to develop soft skills among the students such as communicate effectively, critical thinking skills, demonstrate appropriate interpersonal skills and teamwork, demonstrate leadership qualities and entrepreneurial skill. Many researchers have attempted to study the efficiency of e-learning and blended learning concepts on teaching and learning processes. One of the most recent developments in technology enhanced method in teaching and learning is a method called flipped learning. It is an approach where the traditional one-way lecture is flipped to make room for active learning opportunities where educators shift learning into the individual learning space facilitated by technology. This study implemented flipped learning approach in the effort to enhance communication and critical thinking skills among accounting students in Tunku Puteri Intan Safinaz School of Accounting (TISSA) in Universiti Utara Malaysia, UUM. The objective of this study is to examine how the use of flipped learning can help to improve communication and critical thinking skills in problem solving among students taking the accounting subject. From this study, the results showed that students' communication and critical thinking skill has developed with the use of flipped learning. Sufficient time however, is needed for students to understand the content from the lectures given in the form of a video used as the media in this project used as an e-learning platform in this project, as well as the 'catchy' contents should be created to enhance interest from the students to watch the video.

How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

“…The study with a single-group, post-test-only design reported that FC pedagogical approach and model contributed to the encouragement of CT dispositions through interaction, problem-solving strategies and the students' preparation [31]. Other studies using qualitative action research methodology [35] and explorative study [8] also gave the results that students' CT skills have been increased with the implementation of FC.…”

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

“…Empirically, many studies have shown that FC is able to facilitate the development of students' CTS in higher education (Andrini, Pratama, & Maduretno, 2019;Chang, Kao, & Hwang, 2020;Chen & Hwang, 2020;Dehghanzadeh & Jafaraghaee, 2018;DeRuisseau, 2016;Huang, 2020;Ibrahim, Khairudin, & Salleh, 2018;Jensen, 2019;Kloppers & Vuuren, 2016;Lee, 2018;Nouri, 2016;Smith et al, 2018;Styers, Van Zandt, & Hayden, 2018). One of the benefits of FC is increasing higher-order thinking skills, including CT (Khlaisang, Teo, & Huang, 2021;Tolbert, 2020), because FC has the potential to create active learning (Smith et al, 2018).…”

Flipped classroom in accounting courses: A systematic review

“…Students' critical thinking in FC class is found better than in the traditional lecture for nursing students (Dehghanzadeh & Jafaraghaee, 2018) and students of introductory educational psychology (Lee, 2018). FC implementation has improved communication and critical thinking skills in problem-solving for students in accounting (Ibrahim et al, 2018).…”