Instructional Design of a Flipped Classroom through a Scientific Inquiry Learning Process using a Social Cloud Model.

The Proceedings of International e-Learning Conference 2015

July 20-21, 2015BITEC Bangna, Bangkok, Thailand

Thailand Cyber University Project, Office of the Higher Education Commission

http://iec2015.thaicyberu.go.th

The Sixth TCU International e-Learning Conference 2015 Global Trends in Digital Learning

July 20-21, 2015 BITEC Bangna, Bangkok, Thailand http://iec2015.thaicyberu.go.th

#IEC2015Thailand

15.10 – 15.30 Refreshment Break Session D2 15.30 – 15.50 Systems Analysis of Risk Assessment for Moodle Learning

in a LAMP Environment from Log Files Preecha Pangsuban Prachyanun Nilsook Panita Wannapiroon King Mongkut’s University of Technology North Bangkok, Thailand

D2_1

Page 211

15.50 – 16.10

The Analysis of the Quality of Learning Achievement of the Students Enrolled in Introduction to Programming with Visual Basic 2010 Thitima Chuangchai Charan Sanrach King Mongkut’s University of Technology North Bangkok, Thailand

D2_2

Page 217

16.10 – 16.30

The Effect of Using Learning Model through Internet Network on Constructivist of Media Innovation and Information Technology for Educational Communication Subject of Undergraduate Students at Chaiyaphum Rajabhat University Surin Cortong Chaiyaphum Rajabhat University, Thailand Saroch Sopheerak Kasetsart University, Thailand

D2_3

Page 226

16.30 – 16.50

Instructional Design of a Flipped Classroom through a Scientific Inquiry Learning Process using a Social Cloud Model Piyawadee Pongsawat Panita Wannapiroon Prachyanun Nilsook King Mongkut’s University of Technology North Bangkok, Thailand

D2_4

Page 235

Day 1: July 20, 2015

Instructional Design of a Flipped Classroom

through a Scientific Inquiry Learning Process using a Social Cloud Model

Piyawadee Pongsawat

1, Panita Wannapiroon

2 and Prachyanun Nilsook

3

123Ph.D. Program in Information and Communication Technology of Education,

Faculty of Technical Education

King Mongkut's University of Technology North Bangkok, Bangkok, Thailand

([email protected], [email protected] , [email protected])

ABSTRACT

The objective of this study was (1) to

design a flipped classroom through a

scientific inquiry learning process using a

social cloud model, and (2) to assess the

relevance and value of such a model. The

sample consisted of five experts selected

by purposive sampling. Each possessed at

least five years’ experience in instruction

design, flipped classroom and scientific

inquiry learning processes. Tools were

used to assess the suitability of the model,

including were arithmetic mean and

standard deviation. There were two stages

of learning: Stage 1 preparation before

class, and Stage 2 the learning process

both outside and inside the flipped

classroom. Learning outside the

classroom through social cloud media was

divided into four stages: 1 Elicitation, 2

Engagement, 3 Study and research, and 4

Summary of the learning. Learning in the

classroom was also divided into four

stages: 1 Presentation of knowledge, 2

Elaboration, 3 Extension phase, and 4

Evaluation. The students were evaluated

by five experts to assess the instructional

model. Comments on the model were used

to develop the most appropriate overviews

( x = 4.67, S.D.= 0.51).

Keywords: Flipped Classroom Model,

Scientific Inquiry Learning, Social Cloud

Model

1) INTRODUCTION

The Thai education system is based on the

National Education Act 2542. Amendment

(No. 2) of the Act 2545, section 22 states

that education shall be based on the principle

that all learners are capable of learning and

self-development, and are regarded as being

most important. The teaching-learning

process shall aim at enabling the learners to

develop themselves at their own pace and to

their best potential. Section 24 is aimed at

promoting instructors to create the

ambiance, environment, instructional media,

and facilities for learning, and to benefit

from research as part of the learning process.

Both learners and teachers may therefore

learn together from different types of

teaching-learning media and other

knowledge sources.

The flipped classroom is a model for

instruction. Classroom lectures and

homework switch places, allowing students

to plan and control their own learning from

outside the classroom. The results are

presented and discussed, and learning

activities and tasks are completed together in

class with the teacher providing input/advice

(Bergmann & Sams, 2012).

Students engage in learning through a

variety of methods appropriate to their

potential, through a process of scientific

inquiry including; know the question, predict

235

the possible outcome, education planning,

experiment, information search using

technology, analysis, interpretation,

conclusion, and discovery of self-knowledge

(The Institute for the Promotion of Teaching

Science and Technology, 2551).

Scientific inquiry for knowledge is a

learning process whereby teachers must

encourage students to be creative and

develop their own ideas. The learner must

determine the survey linked to the original

idea, and lead to the pursuit of new

knowledge (Nuangchalerm, 2005).

Modern instruction requires modification of

methods and tools consistent with learning.

Social cloud-based learning combines social

networking principles and cloud computing.

The characteristics of social networks are

applied to the operations or activities. The

individuals or organizations work together as

a network; they share resources and services

through cloud computing (Chard,

Bubendorfer, Caton & Rana, 2012).

This was the concept for this study. The

researchers were interested in the

instructional design of a flipped classroom

using scientific inquiry learning on a social

cloud model, to comply with the context and

support for education and research as a tool

for use in the next phase.

2) Purpose of the Study

2.1 To design a flipped classroom

through a scientific inquiry learning process

using a social cloud model

2.2 To assess the value of the flipped

classroom

3) Hypothesis

The flipped classroom model designed

through a scientific inquiry learning process

using a social cloud model is highly suitable.

4) Scope of the Research

4.1 The variables used in the research

4.1.1 The independent variable was a

flipped classroom model

4.1.2 The dependent variable was the

value of the flipped classroom model

4.2 Population and sample

4.2.1 The population was the experts

in instruction design, flipped classroom, and

scientific inquiry learning.

4.2.2 The sample consisted of five

experts selected by purposive sampling.

Each possessed at least five years’

experience in instruction design, flipped

classroom and scientific inquiry learning.

5) Methodology

5.1 The First Phase

The first phase was to design a flipped

classroom through a scientific inquiry

learning process using a social cloud model

with the following steps:

5.1.1 To study, analyze, and

synthesize documents related to research

relevant to the elements of the instruction

model, flipped classroom, scientific inquiry

learning process, social cloud model, and

other related theories, to synthesize a

research framework.

5.1.2 To study information about

learning design by interviewing instructors

to synthesize the data associated with

learning activity, and interview students

about their ability to use information

technology and communication for learning,

including their social cloud learning styles.

5.1.3 To design a flipped classroom

through scientific inquiry learning on a

social cloud model.

The elements of a flipped classroom

consisted of eight stages of learning; both

236

outside the classroom through social cloud

media and learning in class (Figure 2).

i. Elicitation

ii. Engagement

iii. Study and research

iv. The Summary of the learning

v. The presentation of knowledge

vi. Elaboration

vii. Extension Phase

viii. Evaluation

5.1.4 Instruction through social cloud

media

Instruction through social cloud media must

be conducted under the social cloud

environment, through the technology of

social networks composed as follows:

i. Identify a network

ii. Create a network that can present

information in various formats such

as videos, images, or sounds

iii. Share ideas with other networks

interested in the same subject

iv. Collaborate with other networks

to exchange information

v. Peer to Peer : P2P discussion

These features are available on cloud

computing and students can access them via

the Internet.

The learning processes in the flipped

classroom were as follows:

1. The teachers were responsible for the

preparation of tools and activities used for

instruction, and the learning management

system. They created the content and

instruction installed in the system, tested

prior knowledge, and segmented the students

to prepare for classes both face to face and

with learning outside the classroom through

social cloud media.

2. The instruction of teaching and

learning in the flipped classroom enabled

students to learn outside the classroom

through online social cloud instruction.

Knowledge was gained and applied to

practice activities or homework in the class.

3. The model was evaluated on the

achievement of three assessment periods.

Assessment before class (or diagnostic

assessment) to determine the original

knowledge level as part of the lifelong

learning skills of the students. Assessment

during the class (or formative assessment)

for the instructor to ascertain the progress

and any problems of the students.

Assessment after class (or summative

assessment) to determine the outcome of the

class and the opinions of the students toward

the instruction model.

5.1.5 To present the flipped

classroom to the advisors for consideration

and revision

5.1.6 To create tools for evaluation

of the model suitability

5.2 The Second Phase

This was the evaluation of the suitability of

the flipped classroom.

5.2.1 To present the model of the

flipped classroom to five experts from the

fields of instructional design, flipped

classrooms, scientific inquiry learning

processes, and social cloud media for

evaluation

5.2.2 To improve the model of the

flipped classroom based on the suggestions

of the experts

5.2.3 To analyze the results of the

model evaluation through the use of mean

( x ) and standard deviation (S.D.), consisting

of five evaluation criteria according to the

Likert scale

6) Conceptual Framework

The conceptual framework consisted of six

components: 1) the design of learning of the

ADDIE model, 2) the flipped classroom, 3)

the science process, 4) social networks, 5)

the inquiry-based learning process, and 6)

cloud computing (Figure 1).

237

Figure 1: The Conceptual Framework

7) Results

The results were separated into two sections:

7.1 The flipped classroom which was

divided into two steps:

Step 1. Preparation before class,

also divided into two steps:

1. Orientation The instructor

informed the students of the purpose of

learning, details, model, process, learning

activities, and basic knowledge of the

activities. The students sat a pre-test to

measure their existing knowledge.

2. Grouping The students were

split into groups of four with class talent of

brilliant - medium - soft in the proportion of

1: 2: 1. Instructor divided is four sub-topics,

to prepare learning content and resources in

each sub-topic.

Step 2. The learning process

consisted of two steps:

1. Learning outside the classroom

was divided into four stages:

1.1 Elicitation Students

registered login instructions and sat a pre-

test to measure their basic knowledge related

to the lesson bullet points.

1.2 Engagement Students

accessed learning through group discussion

about topics that the teachers provided. The

discussions were summarized to determine

common problems in learning, hypothesize

and predict answers in advance, and plan

learning.

1.3 Study and research Study

media content was individually provided by

the online instructor through the system.

Students researched their own information

from other sources, with the freedom to

learn and share knowledge within or outside

of the group.

1.4 The Summary of the learning

The panelists shared their learning back into

the group. The knowledge was delivered as a

learning log into the system.

2. Learning in class was also

divided into four stages:

2.1 Presentation of knowledge

The instructor selected the group with

perfect knowledge to present in class.

Discussion and comments checked the

hypothesis that the learning was right or

wrong.

2.2 Elaboration Post-test bullets

linked the old and new knowledge.

2.3 Extention Phase The students

returned to group activities with a given task

and applied the knowledge learned.

2.4 Evaluation Student self-

assessment, assess group friends and

instructor evaluation, group activities,

according to the tasks assigned to each

group.

238

Figure 2 : The flipped classroom through a scientific inquiry learning process using a social

cloud model

7.2 Evaluation of the Suitability of the

Model

This was performed by the five experts and

the results are presented in Table 1.

Table 1: Suitability of the Developed

Learning Model

Evaluation

List x S.D. Suitability

1. Instruction

methods used

4.71 0.50 Very Good

2. Activities in

class

4.72 0.48 Very Good

3. Application

suitability

4.60 0.55 Very Good

Total 4.67 0.51 Very Good

The experts agreed that the flipped

classroom was suitable at a very good

level ( x = 4.67, S.D. = 0.51) (Table 1). The

activities in the class were evaluated at the

highest score ( x = 4.72, S.D. = 0.48),

followed by the instruction methods used

( x = 4.71, S.D. = 0.50), and application

suitability ( x = 4.60, S.D. = 0.55).

8) Discussion

The experts determined that the model was

very suitable. The results agreed with Toto

& Nguyen (Abstract : 2009) who found

that a flipped classroom enhanced student

learning in an engineering program.

Sanrudee Deepu (2554) stated that the

learning achievement of science in

everyday life for first year undergraduate

majors in English in the Faculty of

Education, Phetchabun Rajabhat

University, was significantly higher than

the previous level of 0.05. Inquiry-based

learning therefore enhanced student

learning achievements. Jindal and Singhal

(2012) found that E-learning social

networking sites maintained by Cloud

239

providers served as a business model for

E-learning. The construction of e-learning

systems entrusted to cloud computing

suppliers and social networks improved

both teaching quality and content.

References

Bergmann, J. & Sams, A. (2012). Flip

Your Classroom: Reach Every

Student in Every Class Every

Day. International Society for

Technology in Education.

Chard, K., Bubendorfer, K., Caton, S., &

Rana, O. (2012). Social Cloud

Computing: A Vision for Socially

Motivated Resource Sharing. IEEE Trans. Services Computing,

5(4), p. 551-563.

Jindal, R. , & Singhal, A. (2012). Social

Networking based E-Learning

System on Clouds. International

Journal of Computer Applications,

41(8), p. 45-48.

Ministry of Education. (2545). The

National Education Act (B.E. 2542)

as amended (No. 2) (B.E. 2542).

Bangkok: Express Transportation

Organization of Thailand.

Prasart Nuangchalerm. (2005). Learning

science inquiry 7. Retrieved April

20,2557, from

http://www.myfirstbrain.com/teach

er_view.aspx?ID=66342

Sanrudee Deepu. (2554). Development

activities instructional inquiry-

base learning (5Es) 4000101 of

science in everyday life. Faculty of

Education. Phetchabun Rajabhat

University.

The Institute for the Promotion of

Teaching Science and Technology.

(2551). Science process skills, and

the skills That lead to the

scientific process. Bangkok:

Printing teachers Lat of Thailand.

Toto, R., & Nguyen, H. (Abstract : 2009).

Flipping the Work Design in an

Industrial Engineering Course. ASEE/IEEE Frontiers in Education

Conference. doi: 978-1-4244-4714-

5/09

240

คาสงสานกงานคณะกรรมการการอดมศกษา

ท 178 /2558 เรอง แตงตงคณะกรรมการพจารณาคณภาพ

ประเมนและคดเลอกบทความ (Peer Reviewers) เพอนาเสนอผลงานวจย ในการจดการประชมวชาการนานาชาตดานอเลรนนงป 2558 The Sixth TCU International E-learning Conference 2015

“Global Trends in Digital Learning” ------------------------------------------

สานกงานคณะกรรมการการอดมศกษา โดยสานกงานบรหารโครงการมหาวทยาลยไซเบอรไทย จดการประชมวชาการนานาชาตดานอเลรนนงป 2558 The Sixth TCU International E-learning Conference 2015 “Global Trends in Digital Learning” ในระหวางวนท 20-21 กรกฎาคม 2558 ณ ศนยนทรรศการ และการประชม ไบเทค ซงเปนการจดประชมนานาชาตประจาปทดาเนนการมาอยางตอเนองทกป โดยมวตถประสงคเพอเปนเวทแลกเปลยนความร ระหวางนกวชาการ นกวจย คณาจารย และนสตนกศกษา เปนการประมวลความรดานอเลรนนง ในทกดานทสาคญจากนกวชาการดานการศกษาทงในประเทศ และตางประเทศ โดยกาหนดใหมการบรรยายพเศษ จากวทยากรรบเชญทงใน และตางประเทศ และการนาเสนอผลงานวจยดานอเลรนนง

เพอใหการดาเนนการดงกลาว บรรลถงวตถประสงค จงกาหนดใหมกรรมการ โดยมองคประกอบ ดานการพจารณาคณภาพ และคดเลอกบทความ (Peer Reviewers) ประเมนเพอนาเสนอผลงานวจยดานอเลรนนง ดงน

1. ผศ.เชาวเลศ เลศชโลฬาร ทปรกษา 2. ผศ.สพรรณ สมบญธรรม ทปรกษากรรมการ 3. ผศ.ฐาปนย ธรรมเมธา ประธานกรรมการ

ผอานวยการสานกงานบรหารโครงการมหาวทยาลยไซเบอรไทย 4. รศ.วสาข จตวตร กรรมการ มหาวทยาลยศลปากร 5. รศ.ถนอมพร เลาหจรสแสง กรรมการ

ผอานวยการสานกบรการเทคโนโลยสารสนเทศ มหาวทยาลยเชยงใหม 6. รศ.มธรส จงชยกจ กรรมการ

คณะศกษาศาสตร มหาวทยาลยเกษตรศาสตร 7. รศ.จนตวร คลายสงข กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 8. ผศ.อนชย ธระเรองไชยศร กรรมการ

รองผอานวยการสานกงานบรหารโครงการมหาวทยาลยไซเบอรไทย

/9.นอ.ผศ.ธงชย…

-2-

9. น.อ.ผศ.ธงชย อยญาตวงศ กรรมการ รองอธการบด มหาวทยาลยแมฟาหลวง 10. ผศ. เดนพงษ สดภกด กรรมการ

รองอธการบดฝายวชาการ และเทคโนโลยสารสนเทศ มหาวทยาลยขอนแกน 11. ผศ.กอบกล สรรพกจจานง กรรมการ

คณะศกษาศาสตร มหาวทยาลยเกษตรศาสตร 12. ผศ.ศรรตน เพชรแสงศร กรรมการ

คณะครศาสตรอตสาหกรรม สถาบนเทคโนโลยพระจอมเกลาเจาคณทหารลาดกระบง 13. ผศ.ประชต อนทะกนก กรรมการ

คณะครศาสตร มหาวทยาลยราชภฏสรนทร 14. ผศ.ปราวณยา สวรรณณฐโชต กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 15. ผศ.เอกนฤน บางทาไม กรรมการ

คณะศกษาศาสตร มหาวทยาลยศลปากร 16. ผศ.นามนต เรองฤทธ กรรมการ

คณะศกษาศาสตร มหาวทยาลยศลปากร 17. อาจารยอนรทธ สตมน กรรมการ

คณะศกษาศาสตร มหาวทยาลยศลปากร 18. อาจารยจารวรรณ กฤตยประชา กรรมการ

มหาวทยาลยสงขลานครนทร วทยาเขตสงขลา 19. อาจารยธรวด ถงคบตร กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 20. อาจารยพรสข ตนตระรงโรจน กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 21. อาจารยวรสรวง ดวงจนดา กรรมการ

ผอานวยการสานกการจดการศกษาออนไลน มหาวทยาลยศรปทม 22. อาจารยวตสาตร ดถยนต กรรมการ คณะศกษาศาสตร มหาวทยาลยเกษตรศาสตร 23. Prof. Yoshida Masami กรรมการ

Professor of Chiba University, JAPAN 24. Prof. Insook Lee กรรมการ

Professor of Sejong University, Korea (South) 25. Prof.Howard Combs กรรมการ

San Jose State University, United States 26. Prof. Mei-Yan Lu กรรมการ

San Jose State University, United States

/26.Assoc.Dr.Daniel…

-3-

27. Assoc.Daniel Tiong Hok Tan กรรมการ

Taylor's Education Group, Malaysia 28. Prof. Daniel Churchill กรรมการ University of Hong Kong, Hong Kong Special Administrative Region of the People's

Republic of China 29. Prof. Yoshimi Fukuhara กรรมการ Meiji University, Japan

อานาจหนาท และความรบผดชอบ

1. พจารณาคณภาพ ประเมน และคดเลอกบทความ (Peer Reviewers) เพอนาเสนอผลงานวจยดานอเลรนนง

2. ประสานงานกบหนวยงานทเกยวของใหสามารถดาเนนงานไดตามวตถประสงค

ทงน ตงแตบดนเปนตนไป

สง ณ วนท พฤษภาคม พ.ศ. 2558