Promoting Higher Order Thinking Skills among Pre-Service Teachers through Group-Based Flipped Learning

Abstract

The aim of this study is to identify the impact of Group-Based Flipped Learning (GBFL) in improving higher order thinking skills among pre-service teachers. This study involved 17 pre-service teachers enrolled in Postgraduate Diploma in Education programme. This study adopted a qualitative approach within scholarship of teaching and learning research design. The data from instructors' and students' reflective writings and students' works were thematically analysed. Students' reflections were based on their learning experience in Technology and Innovation in Education course. Analysis of students' and instructors' reflections indicated that students experienced meaningful learning through active and collaborative learning activities. In addition, students felt connected to each other through GBFL. Students also valued the GBFL as it enhances their higher order thinking skills in terms of creativity, collaboration, critical thinking and communication. The outcome of this research contributes to the development of GBFL guideline that can be applied in designing meaningful GBFL. Course designers and instructors can integrate GBFL in order to improve students' higher order thinking skill which is important for developing students' 21st century learning skill.

Developing Secondary School Students’ 21st Century Skills Through Online Science Education with Web 2.0 Tools

“…In the study conducted by Korukluoğlu et al (2022), it was found that Web 2.0 tools had a positive effect on the critical thinking skills of the participants. Zain et al (2022), it was found that teaching supported by Web 2.0 tools improved the participants' high-level thinking skills, which is one of the 21st century skills.…”

“…The pre-service teachers who participated in the study stated that the use of Web 2.0 tools supports effective and permanent learning and they will use them when they become teachers. Zain et al (2022), it was aimed to improve pre-service teachers' high-level thinking skills by using the flipped learning model supported by Web 2.0 tools. It was found that 17 pre-service teachers who participated in the study had a meaningful learning experience through active and collaborative learning activities and developed their high-level thinking skills in terms of creativity, cooperation, critical thinking and communication.…”

How to deepen college students' approach to using technologies in T‐O‐IBL? Examining the mediating influence of deep approaches to using technologies between learning factors and higher order thinking skills

“…Cultivating students' HOTS in the classroom is one important goal in educational process (Kong, 2014; Lu, Pang, & Shadiev, 2021; Lu, Yang, Shi, & Wang, 2021; Lu, Yang, & Xue, 2021). Relative to lower order thinking skills, HOTS is one important aspect in education and it has been studied by many researchers (Collins, 2014; Huang et al, 2022; Zain et al, 2022). Through the analysis of previous studies, Hwang et al (2017) summarized three corresponding skills of HOTS: ‘critical thinking, problem‐solving, and creativity’.…”

Making Learning Media for HOTS-Based Transmission Course

“…So that leaves a unidimensional view, too linear, and leaves a view based on a hierarchy. Collaboration and interaction are increasingly making the view for Higher Order Thinking Skills (HOTS) [20] more interactive among the community, especially in the field of Education and its application.…”