A Development of the Flipped Learning Model Using the Critical Inquiry Process to Enhance Research Skills

Siriwatchana Kaeophanuek,Naparat Chookerd

doi:10.3991/ijim.v15i03.17905

Siriwatchana Kaeophanuek, Naparat Chookerd

Open Access

https://doi.org/10.3991/ijim.v15i03.17905

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Abstract

Flipped Classroom’ has become more popular in higher education for encouraging self-learning enthusiasm. This research aims to propose a learning process model of flipped classroom to develop research skill by applying critical inquiry theory in the instructional design to develop thinking, finding answer and research skills which are the key competency for conducting a research. The research methodology was divided into two phases: the first phase included literature review to develop the learning process model, the second phase included learning model suitability evaluation by expert. The results showed that experts have strongly agreed with the learning model. We anticipate that our flipped classroom model which has divided into 3 phase included <br /> pre-class, in-class and after-class phases with the addition of thinking skill development activity by using critical inquiry technics could be used for reference for teachers on planning and implementing instructional activities to enhance the research skill of undergraduate students

Highlights

Research skills are critical and essential for twenty-first-century learning [1]
To answer the above questions, we initially investigate how we can develop research skills for undergraduate students by using flipped classroom instruction methods integrated with the critical inquiry concept
The purpose of the research described in this paper is to develop the learning process model, in terms of the flipped classroom method, by applying thinking process development and research techniques and strategies from the critical inquiry concept to construct learning activities to develop the research skills of undergraduate students

Summary

Introduction

Research skills are critical and essential for twenty-first-century learning [1]. They concern graduates who need a set of skills to manage various real-life situations, especially critical thinking, creative problem solving, information management, and lifelong learning skills. Durmuşçelebi [2] revealed that the factors that affect students’ interests and confidence when conducting research are the students’ academic motivation, research issues, research competency, and an impressive instructional design that encourages student confidence and promotes enjoyment in terms of the topic Flipped classrooms possess some fundamental limitations, e.g., an immediate response cannot be provided to students when they have concerns about pre-class materials. This step focuses on students' questions that have arisen due to the pre-class material review. This clears any doubts on the students' part and opens their minds to learning through other activities, helping them better understand

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