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Res Pract Technol Enhanc Learn. 2017;12(1):8. doi: 10.1186/s41039-017-0048-6. Epub 2017 Feb 10.

Facilitating higher-order thinking with the flipped classroom model: a student teacher's experience in a Hong Kong secondary school.

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1
The Education University of Hong Kong, Tai Po, Hong Kong.

Abstract

This paper aims to discuss an exploratory study that a student teacher carried out on applying the "flipped classroom" approach in his information and communication technology (ICT) class. The study examined student perceptions of the new teaching approach and investigated whether it can help promote higher-order thinking. This study involved 28 students in a public secondary school in Hong Kong. They were attending an ICT class on 3D modelling. A mixed methods approach was adopted. Both quantitative and qualitative data were collected through surveys, online quizzes and focus group interview. The students' assignments were also examined and analysed. The findings show that students are inclined to accept the new teaching model. We can conclude that it is possible to improve students' higher-order thinking capability using the flipped classroom approach to teaching.

KEYWORDS:

Active learning; Flipped classroom; Higher-order thinking

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