Effect of Flipped Classroom Models on University Students' Critical Thinking Skills in Korea

Abstract

Purpose: The aim of the study was to assess the effect of flipped classroom models on university students' critical thinking skills in Korea.

Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.

Findings: The study found that this pedagogical approach, which reverses traditional teaching methods by delivering content outside of class and using class time for active learning and problem-solving, can significantly enhance critical thinking abilities. Studies have shown that students exposed to flipped classrooms demonstrate improved analytical thinking, deeper engagement with course material, and better problem-solving skills compared to those in traditional lecture-based settings. By encouraging students to take responsibility for their learning through pre-class activities and fostering interactive discussions during class sessions, the flipped classroom cultivates higher-order thinking skills essential for academic success and professional development. Moreover, the model promotes collaborative learning environments where students can exchange ideas and perspectives, further enriching their cognitive development and ability to critically evaluate information and arguments. These findings underscore the flipped classroom's potential to effectively enhance university students' critical thinking skills, preparing them more comprehensively for challenges both within and beyond academia.

Implications to Theory, Practice and Policy: Cognitive load theory, social constructivism and active learning theory may be used to anchor future studies on assessing the effect of flipped classroom models on university students' critical thinking skills in Korea. In practice, educators are encouraged to integrate more interactive and problem-solving activities within flipped classrooms to promote critical thinking skills. At the policy level, it is essential to advocate for professional development programs that train educators in effective instructional strategies within flipped classrooms, specifically targeting critical thinking skill development.