The effect of collaborative learning techniques in the flipped classroom learning: Computer ethics course

Abstract

There are many findings that the active learning has higher performance than the traditional learning (lecture- based learning), especially the flipped classroom learning. Therefore, the classroom action research for collaborative learning techniques with the flipped classroom learning is studied. The objectives are to test the collaborative learning techniques with the flipped classroom learning and to analyze learning behaviors in learning willingness and critical thinking skill training. The research instruments consisted of a survey questionnaire for learners' opinions about using collaborative learning techniques in the flipped classroom learning, the observation of learner behaviors and learning skills for class preparation and the group activities in class. The data collection methods are information gathering about learner' opinions, learners' behaviors about preparing for class, group working in class, including academic examination results and student grades. The findings conclude that all group activities of collaborative learning techniques supported the flipped classroom learning and helped learners to practice the critical thinking skills more effectively.