Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy

By Siu Cheung Kong. Comput. Educ., 2014

536 citations recorded by the source corpus.

Abstract A study was conducted for creating digital classrooms to support students to develop information literacy competency and critical thinking skills through domain knowledge learning in digital classrooms. A total of 107 students from four Secondary 1 classes were invited from a secondary school in Hong Kong to participate in the study. In the 13-week trial teaching, every three students shared a Tablet PC for learning two topics in the Integrated Humanities subject. The pre- and post-tests of the two target subject topics found that the students had a statistically significant growth in domain knowledge. The three identical information literacy tests and critical thinking tests throughout the trial teaching found that the students had a statistically significant growth in information literacy competency and critical thinking skills. The semi-structured interviews found that the students and teachers positively perceived the effectiveness of the pedagogical designs of the digital classrooms on supporting the development of information literacy competency and critical thinking skills. Three implications are drawn for enhancing the pedagogical designs in digital classrooms that put emphasis on fostering students' development of information literacy competency and critical thinking skills through day-to-day domain knowledge learning in class.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/59d14cbf4729fda6a20bb35c512860d0356b6fb1

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Citations in the corpus

The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “In combination with other learning strategies, flipped learning contributes to the instillation of deep content knowledge and critical thinking skills (Capaldi, 2015; Kong, 2014), and improved attendance and study effort (Chen et al., 2014).”
The Effect of Flipped Classroom Strategy on Students Learning Outcomes (2019, background): “The flipped classroom work can be categorized into three phases namely, pre-class learning preparation, in-class learning activities and post-class learning consolidation (Kong, 2014, 2015).”
Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions. (2018, methodology): “After having applied the flipped model FLIPPED LEARNING IN THE EFL CLASSROOM 63 to the Integrated Humanities subject in a Hong Kong Secondary 1 Class, Kong (2014) found that the new approach helped students increase their literacy competency and critical thinking skills.”
Facilitating student engagement through the flipped learning approach in K-12: A systematic review (2020, background): “Whilst it took time for students to become familiar with the approach, gradually students increasingly developed more independent learning skills and reflection (Kong, 2014), and realised that just watching the videos was also not enough (Bäcklund & Hugo, 2018).”
Toward an Integrated Framework of Multiple Text Use (2019, background): “This more critical-analytic orientation may subsequently give rise to a more thorough evaluation of multiple texts encountered and an improved integration of their content (Ennis, 1989; Kong, 2014; Willingham, 2007).”
A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research (2017, unknown): “Kong, S. C. (2014).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “2 students learn at their own pace, spend more time in preparatory work, and get more involved during classroom activities (Johnson, 2013; Kong, 2014; Roach, 2014).”
Flipped Classroom Adapted to the ARCS Model of Motivation and Applied to a Physics Course. (2016, background): “In the literature, as observed in this study, it was found that the flipped classroom approach increases the academic ability of students (Hung, 2014; Kong, 2014; Schultz et al., 2014).”