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

Kin Yuen Mike LEE, Yiu Chi LAI

Research output: Contribution to journalArticle

17 Citations (Scopus)

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. Copyright © 2017 The Author(s).
Original languageEnglish
Article number8
JournalResearch and Practice in Technology Enhanced Learning
Volume12
DOIs
Publication statusPublished - Feb 2017

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Citation

Lee, K.-Y., & Lai, Y.-C. (2017). Facilitating higher-order thinking with the flipped classroom model: A student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12. Retrieved from http://dx.doi.org/10.1186/s41039-017-0048-6

Keywords

  • Flipped classroom
  • Active learning
  • Higher-order thinking
  • Teaching Development Grant (TDG)
  • TDG project code: T0152
  • Period: TDG 2014-2015
  • Teaching Development Grant (TDG) Output