Improving Students' Higher Order Thinking Skills and Achievement Using WeChat Based Flipped Classroom in Higher Education

Autor/inn/en	Liu, Dongping; Zhang, Hai
Titel	Improving Students' Higher Order Thinking Skills and Achievement Using WeChat Based Flipped Classroom in Higher Education
Quelle	In: Education and Information Technologies, 27 (2022) 5, S.7281-7302 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Hai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-10922-y
Schlagwörter	Flipped Classroom; Teaching Methods; Conventional Instruction; Educational Technology; Technology Uses in Education; Critical Thinking; Thinking Skills; Problem Solving; College Students; Instructional Effectiveness; Academic Achievement; Foreign Countries; China; California Critical Thinking Disposition Inventory + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kritisches Denken; Denkfähigkeit; Problemlösen; Collegestudent; Unterrichtserfolg; Schulleistung; Ausland
Abstract	This quasi-experimental study compared traditional teacher-centered instruction and a WeChat based flipped classroom to investigate student achievements and higher order thinking skills, such as critical thinking and problem-solving. The WeChat based flipped classroom adopted a Structured Query Language (SQL) lesson from an information technology course. The 94 university students were divided into an experimental group (n = 50) and a control group (n = 44), and an achievement test, the critical thinking disposition inventory--Chinese version (CTDI-CV), and a questionnaire and problem-solving survey used in both groups. It was found that the flipped classroom student achievements and higher order thinking skills were significantly better than their peers who had been taught in a traditional classroom environment. This study provides empirical evidence that higher education achievement and higher order thinking skills can be improved using a WeChat-based flipped classroom approach and is a valuable reference for both instructors and educators on the use of social software. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01