The effect of a flipped classroom with online group investigation on students' team learning ability

  • Chanakan Sojayapan Master of Education Program in Educational Technology and Communications, Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University, Bangkok 10330, Thailand
  • Jintavee Khlaisang Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University, Bangkok 10330, Thailand
Keywords: collaborative learning, flipped classroom, group investigation, online learning, team learning

Abstract

This study examined the effects on the team learning ability of upper secondary school students using a flipped classroom model with online group investigation. The subjects of the study were 30 upper secondary school students. The instruments employed in the study consisted of: (1) a flipped classroom model with online group investigation, (2) a website for flipped classrooms, and (3) a learning management plan. The data collection instruments comprised: (1) a self-assessment form of team learning ability and (2) a team learning behaviour observation form. The study found that the average team learning ability of the learners was significantly higher after the lessons, and those with different learning abilities were able to learn as a team at significantly different rates. Post-hoc multiple comparison tests (LSD) revealed that the team learning ability scores of the learnerswith high learning ability differed significantly fromthose of the intermediate and beginner learning ability groups, while the team learning ability scores of the intermediate and the beginner groups were not significantly different. The beginner group scored the highest regarding team learning ability, followed by the intermediate group and the advanced group, respectively.

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Published
2018-02-21
Section
Research articles