Maximizing learning in online courses using critical thinking, project-based learning, and flipped classroom approaches

The 21st century is an era of globalization in which humans are required to have 21st century skills including critical thinking skills and scientific literacy in order to solve problems and make the right decisions. Both skills must be prepared including biology education students. A number of research reports have shown low levels of both skills in biology students. The solution that can overcome these problems is to apply learning in accordance with the demands of the 21st century, student-centered, collaboration. This study aims to analyze the effect of Project Based Learning with the Peer Instruction Flipped Type Flipped Classroom design on critical thinking skills and scientific literacy. The research subjects were Biology Education students of IKIP Budi Utomo Malang, which consisted of two classes, namely class A which implemented project based learning with the design of the Flipped Classroom, Peer Instruction Flipped, Experiment and Class B, which applied the Flipped Classroom with the Peer Instruction Flipped Type. The research instrument was in the form of pretest-posttest questions, critical thinking skills, and scientific literacy. Data analysis of the total value of each strategy using paired t-test. The results showed that the Flipped Classroom Peer Instruction Flipped Type in improving thinking skills and scientific literacy.

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Facilitating critical thinking in online courses

Online Learning ◽

10.24059/olj.v12i3.30 ◽

2008 ◽

Vol 12 (3) ◽

Author(s):

Margaret Lunney, RN, PhD ◽

Keville Frederickson, RN, PhD ◽

Arlene Spark, EdD, RD, FADA, FACN ◽

Georgia McDuffie, RN, PhD

Keyword(s):

Critical Thinking ◽

Teaching Strategies ◽

Online Courses ◽

Past Research ◽

Health Sciences ◽

Educational Strategies ◽

Thinking Processes

Development of critical thinking abilities is essential for students in clinical disciplines of the health sciences. Past research has shown that critical thinking is a learned skill that can be fostered through teaching strategies. Ten educational strategies that were developed and tested by the authors in online courses are presented to assist instructors to encourage students in the health sciences to improve critical thinking processes.

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Project Based Learning Model Based on Simple Teaching Tools and Critical Thinking Skills

Kasuari Physics Education Journal (KPEJ) ◽

10.30862/kpej.v1i1.728 ◽

2018 ◽

Vol 1 (1) ◽

pp. 12 ◽

Cited By ~ 1

Author(s):

Sri Wahyu Widyaningsih ◽

Irfan Yusuf

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Laboratory School ◽

Teaching Tools ◽

Model Based ◽

Language Writing ◽

School Laboratory ◽

Research Type

<em>This study aims to determine the application of PjBL model based on simple props and critical thinking skills of students in the School Laboratory course. This research uses research type Pre-Experimental Design with sample of all students of semester II which programmed Laboratory School on even semester 2016/2017 in </em><em>Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Papua. The results showed that the props designed by students 74.0% ± SD 4.2 or are in a good category. Assessment of practical worksheet covers the aspect of format, content, language/writing, and benefits/functions obtained 80.3% ± SD 7.4 or are in the very good category. Critical thinking skills of the students during the learning that is 66.7% ± SD 4.9 or are in a good category. Therefore the application of PjBL learning based on simple props can be used to develop critical thinking skills.</em>

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Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

Gifted Child Today ◽

10.1177/10762175211008516 ◽

2021 ◽

Vol 44 (3) ◽

pp. 151-170

Author(s):

Dhara Baiden

Keyword(s):

Critical Thinking ◽

Gifted And Talented ◽

Arts Integration ◽

Writing Skills ◽

Gifted Students ◽

Subject Area ◽

Project Based Learning ◽

Learning Opportunity ◽

Integrated Project ◽

Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

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Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

Education Sciences ◽

10.3390/educsci11020046 ◽

2021 ◽

Vol 11 (2) ◽

pp. 46

Author(s):

Maki K. Habib ◽

Fusaomi Nagata ◽

Keigo Watanabe

Keyword(s):

Critical Thinking ◽

Experiential Learning ◽

Learning Process ◽

Laboratory Experiments ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Approach ◽

Learning Approaches ◽

Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method and project-based learning.

Journal of Biological Education ◽

10.1080/00219266.2020.1858928 ◽

2020 ◽

pp. 1-12

Author(s):

Raul Sanchez-Muñoz ◽

Mar Carrió ◽

Gemma Rodríguez ◽

Nora Pérez ◽

Elisabeth Moyano

Keyword(s):

Flipped Classroom ◽

Real Life ◽

Project Based Learning ◽

Hybrid Strategy ◽

Jigsaw Method

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Assessment as Learning in Medical Education: Feasibility and perceived impact of student-generated formative assessments (Preprint)

10.2196/preprints.35820 ◽

2021 ◽

Author(s):

RITU LAKHTAKIA ◽

Farah Otaki ◽

Laila Alsuwaidi ◽

Nabil Zary

Keyword(s):

Medical Education ◽

Critical Thinking ◽

Lifelong Learning ◽

Educational Intervention ◽

Flipped Classroom ◽

Peer Collaboration ◽

Formative Assessments ◽

Deep Dive ◽

Assessment As Learning

BACKGROUND Self-regulated learning (SRL) is a vital competency, desirable to sustain lifelong learning in health professions education. Contemporary education practices emphasize this aspect of undergraduate medical education through innovative designs of teaching and learning like the flipped classroom and team-based learning. Assessment as learning (AaL) can be a unique way to inculcate SRL through active learning habits. It charges the student to create formative assessments reinforcing student-centered deep learning, and critical thinking. OBJECTIVE This study aims to explore, from the learners’ perspective, the feasibility and perceived learning impact of student generated formative assessments. METHODS The study relied on a convergent mixed methods approach to research. An educational intervention was deployed on a cohort of students in the second year of a six-year undergraduate medical program as part of a single course curriculum delivery. This AaL intervention engaged students in generating assessments using peer-collaboration, tutor facilitation, and feedback. Quantitative and qualitative data of student perceptions were collected through a survey. Quantitative survey data was analysed using SPSS. Qualitative inputs underwent thematic analysis. RESULTS Students’ overall score of satisfaction with the AaL educational intervention was 84%. On quantitative analysis, this was strongly correlated with scores for ease and impact on a 5-point Likert-type scale. The themes that emerged from the qualitative analysis, included: prominent characteristics, immediate gains, and expected long-term benefits of their engagement. The prominent characteristics included individuals’ engagement, effective interdependencies, novelty, and time requirement. The identified immediate gains highlighted increased motivation, and acquisition of knowledge and skills. The expected long-term benefits, included critical thinking and problem solving, and clinical reasoning. CONCLUSIONS As a form of AaL, student-generated assessments were perceived as viable, constructive, and a stimulating educational exercise by the student-authors. In the short term, the activity provided students a fun, challenging opportunity to deep dive into the content, be creative in designing questions, and improve exam-taking skills. In the long-term students expected an enhancement of critical thinking, and inculcation of student-centred attributes of self-regulated lifelong learning and peer collaboration, vital to the practice of medicine.

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Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses

Australasian Journal of Educational Technology ◽

10.14742/ajet.2884 ◽

2016 ◽

Cited By ~ 10

Author(s):

Wen-Ling Shih ◽

Chun-Yen Tsai

Keyword(s):

Mixed Methods Research ◽

Flipped Classroom ◽

Teaching Strategy ◽

Marketing Research ◽

Teaching Quality ◽

Project Based Learning ◽

Online Discussions ◽

Structured Interviews ◽

Combined Strategy ◽

Learning Interest

This study investigated students’ perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed. Mixed methods research was adopted along with questionnaire, semi-structured interviews, online learning notes, and online discussions to understand the students’ perception of the teaching strategy used during the learning process. Results showed that FC-OPBL may enhance students’ learning effectiveness, learning motivation, and learning interest, as well as encourage diverse development and teamwork. Finally, suggestions are proposed related to flipped classroom research and instruction.

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Innovation in the classroom: Engaging English as a foreign learning students using project-based learning

LingTera ◽

10.21831/lt.v5i1.17067 ◽

2018 ◽

Vol 5 (1) ◽

pp. 61-67

Author(s):

Alif Karyawati ◽

Ashadi Ashadi

Keyword(s):

Critical Thinking ◽

Teaching Strategies ◽

Learning Process ◽

Project Based Learning ◽

Instructional Approach ◽

Teaching English ◽

English Drama ◽

New Learning ◽

Speaking Skill

Project based learning (PBL) is an instructional approach that focuses on student centre learning, learning process, and students’ autonomy. This study was conducted at International Class Program in one of universities in Salatiga. Furthermore, this study explained the teaching strategies by using project based learning in English drama class. The researcher used a case study as the design and collected the data by using interview and observation. The participants of this study were an English drama lecturer and 20 students of International Class Program (ICP). The findings indicate that ICP students dominated the class especially to improve their speaking skill and the lecturer provided new learning atmosphere in teaching English by giving some activities which contains communication, critical thinking, collaboration, and creativity or 4Cs skills.

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