Promoting Higher Order Thinking Skills among Pre-Service Teachers through Group-Based Flipped Learning

Abstract

The aim of this study is to identify the impact of Group-Based Flipped Learning (GBFL) in improving higher order thinking skills among pre-service teachers. This study involved 17 pre-service teachers enrolled in Postgraduate Diploma in Education programme. This study adopted a qualitative approach within scholarship of teaching and learning research design. The data from instructors’ and students’ reflective writings and students’ works were thematically analysed. Students’ reflections were based on their learning experience in Technology and Innovation in Education course. Analysis of students’ and instructors’ reflections indicated that students experienced meaningful learning through active and collaborative learning activities. In addition, students felt connected to each other through GBFL. Students also valued the GBFL as it enhances their higher order thinking skills in terms of creativity, collaboration, critical thinking and communication. The outcome of this research contributes to the development of GBFL guideline that can be applied in designing meaningful GBFL. Course designers and instructors can integrate GBFL in order to improve students’ higher order thinking skill which is important for developing students’ 21st century learning skill.