Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy

Abstract

Scholars have suggested that flipped learning can be enhanced by designing effective in‐class learning activities to improve students' higher order thinking skills. Problem posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking skills. However, it has been reported as a challenging task for most students. Research evidence has indicated the potential of engaging students in group learning with step‐by‐step hints when conducting problem‐posing activities. Therefore, this study proposed a multilevel concept mapping‐based problem‐posing strategy to assist students in completing the problem‐posing tasks in flipped learning. To understand the effectiveness of the proposed strategy, a flipped learning system was developed and adopted in the science class of an elementary school. Seventy‐five fifth graders from three classes were divided into experimental group A, experimental Group B and a control group. Students in Group A used the concept map‐guided problem‐posing strategy for flipped learning (CMPP‐FL), students in Group B used the problem‐posing strategy‐based flipped learning, while students in the control group used the conventional flipped learning strategy. The results showed that the CMPP‐FL was effective in terms of improving students' learning performance, especially for students with higher levels of critical thinking tendency.

Examining the Emotional Semantic Orientation of Gifted Students Towards the Flipped Learning Model

“…In this context, Thai et al ( 2017 ) emphasized that FLM is a promising way to increase students' performance. Similarly, Hwang et al ( 2021 ) revealed that the flipped learning model improves students' learning performance by enhancing their higher-order thinking skills. On the other hand, Halili et al ( 2021 ) concluded that FLM enhanced students' motivation to learn, and they had a positive perception towards FLM.…”

“…When the literature is examined, there are investigations of the effectiveness of the FLM in software, mathematics, physics, chemistry, health care, statistics, engineering and many other fields (Behmanesh et al, 2020 ; DeSantis et al, 2015 ; Fernández-Martíne et al, 2020 ; Ghanaat & Habibzadeh, 2021 ; Gannod et al, 2008 ; Huang et al, 2020 ; Jdaitawi, 2020 ; Kettle, 2013 ; Kong, 2015 ; Lestari, 2021 ; Mason et al, 2013 ; McLaughlin et al, 2014 ; Pierce & Fox, 2012 ; Talbert, 2014 ; Touchton, 2015 ; Webb & Doman, 2020 ; Yestrebsky, 2015 ). Moreover, it is seen that studies examining the effects of the FLM on many variables such as academic achievement (Hwang et al, 2021 ; Pierce & Fox, 2012 ), attitude (Chao et al, 2015 ; Güç, 2017 ; Sağlam, 2016 ; Webb & Doman, 2020 ), motivation (Çukurcubaşı, 2016 ; Halili et al, 2021 ), mental risk taking (Çakır & Yaman, 2018 ), and reading level (Cashin, 2016 ) are increasing in the literature. The literature review indicates that the use of the flipped learning model (FLM) in learning environments has increased in recent years.…”

Blended Learning to Enhanced Engineering Education using Flipped Classroom Approach: An Overview

“…Moreover, research further adds that the flipped classroom concept is consistent with active learning, which encourages students to participate in teaching activities instead of passively or blindly listening and learning [56]. In general, the flipped classroom is not a new concept.…”

An Internet Articles Retrieval Agent Combined With Dynamic Associative Concept Maps to Implement Online Learning in an Artificial Intelligence Course

“…For example, Fatawi et al (2020) indicated that learning online can improve student learning outcomes and engagement through concept maps. Hwang, Chang, et al (2020) indicated that a problem-posing strategy guided by concept maps and adopted in an online learning environment improved the learning performance of students. Compared with students with lower critical thinking, students with a higher level of critical thinking have a more obvious improvement in their learning performance.…”