SUCCESS FACTORS OF FLIPPED LEARNING APPROACH: A CASE OF BUSINESS ACCOUNTING STUDENTS.

Norhaiza Khairudin, Rozainee Khairudin, Danilah Salleh, Marhaiza Ibrahim

Abstract


One of the most recent developments in technology enhanced method in teaching and learning is a method called flipped learning. It is an approach where the traditional one-way lecture is flipped to make room for active learning opportunities where educators shift learning into the individual learning space facilitated by technology. This study investigates the success factors of flipped learning approach in enhancing students’ communication and critical thinking skills. in Tunku Puteri Intan Safinaz School of Accounting (TISSA) in Universiti Utara Malaysia. The study involved 49 students from BKAL1013 Business Accounting Group O class from the first semester of 2016/2017. The objective of this study is to examine how the use of flipped learning can help to improve communication and critical thinking skills in problem solving among students taking the accounting subject.

 

From this study, the results showed that students’ motivation and educator’s fragment are two important success factors of flipped learning approach. Students’ motivation increases with the use of internet and technology. Results also show reveal that the expectations of the educator must also be clearly clarified so that the students understand their roles very well. Maintaining engagement is related to good instruction. Good instruction ensures the abilities to read strategically, to communicate clearly in writing or during a presentation, and to think critically about content provided.


Full Text:

PDF

References


Bork, A. (2001). What is needed for effective learning on the Internet. Educational Technology & Society, 4(3), 139-144.

Center for Applied Technology. (1996). The role of on-line communications in schools: A

national study [On-line]. Available: http://www.cast.org.

Chan, T. W. (2010). How East Asian classrooms may change over the next 20 years. Journal of Computer Assisted Learning, 26(1), 28-52.

Cheong, C. M., & Cheung, W. S. (2008). Online discussion and critical thinking skills: A case study in a Singapore secondary school. Australasian Journal of Educational Technology, 24(5), 556-573.

Freeman, M., & Hancock, P. (2013). Milking MOOCs: Towards the right blend in accounting education. The Virtual University: Impact on Australian Accounting and Business Education, part B, 86-100.

Gut, D. M. (2011). Integrating 21st century skills into the curriculum Bringing schools into the 21st century (pp. 137-157): Springer.

Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.

McMahon, G. (2009). Critical thinking and ICT integration in a Western Australian secondary school. Educational Technology & Society, 12(4), 269-281.

Musallam, R. (2010). The effects of screencasting as a multimedia pre-training tool to manage the intrinsic load of chemical equilibrium instruction for advanced high school chemistry students. University of San Francisco, San Francisco.

Warter-Perez, N., & Dong, J. (2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture. Paper presented at the Proceedings of the 2012 ASEE PSW Section Conference.

Yang, S. C., & Chung, T. Y. (2009). Experimental study of teaching critical thinking in civic education in Taiwanese junior high school. British Journal of Educational Psychology, 79(1), 29-55.


Refbacks

  • There are currently no refbacks.


DISCLAIMER

The editors and publisher of Jurnal Psikologi Malaysia have made every possible effort to verify the accuracy of all information contained in this publication. Any opinions, discussions, views and recommendations expressed in the article are solely those of the authors and are not of Jurnal Psikologi Malaysia, its editors or its publisher. Jurnal Psikologi Malaysia, its editors and its publisher will not be liable for any direct, indirect, consequential, special, exemplary, or other damages arising therefrom.