he effects of flipped classroom on critical thinking skills: A field experiment of Organization Behavior course examples

• Main Authors: PEI-CHUN LEE, 李沛淳
• Other Authors: HUEY-WEN CHOU
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/uu9ptr

碩士 === 國立中央大學 === 資訊管理學系 === 104 === Over the past few decades, how to cultivate the ability of critical thinking is one of the most important issues in higher education. The learning objectives in business school, to name a few, include to help students to absorb cross-domain knowledge, to develop the ability of team work in an organisation, as well as to solve practical problems (Ko, 2009). Therefore, the ability of higher-order thinking, such as the ability of critical thinking, is definitely important. According to related literatures, the traditional teaching method, that is, teacher-centred instruction, did not focus on cultivating students’ abilities in higher-order thinking. In contrast, the student-centred method put emphasis on strengthening solving problem abilities and critical thinking skills. The Flipped Classroom Pedagogy is among one of the most popular in this sort of teaching method. In Taiwan, there were just few empirical researches which applied flipped classroom pedagogy in managerial courses. Therefore, this research explored whether the flipped classroom pedagogy could enhance students’ abilities of critical thinking or not. This research used the quasi-experimental research methodology on the “Organisation Behaviour” course. The course is a required course for junior students at the Management Information System Department of a National University in Northern Taiwan. The quasi-experiment lasted for 18 weeks. The Critical Thinking Test Level II(CTT-II) was employed as a main measurement tool to assess students’ critical thinking skills before and after the experiment. A paired-sample t-test statistics was calculated to evaluate the effectiveness of flipped classroom on students’ critical thinking skills. This study found that there was a significant increase in critical thinking skills after the 18-week field experiment of flipped classroom. In specific, students have the most significant increase in the “assumptions identification” subtest and “interpretation” subtest. Implications conclude this study.