DEVELOPING A TECHNOLOGY-ENHNCED FLIPPED CLASSROOM MODEL TO PROMOTE CREATIVE PROBLEM-SOLVING SKILLS IN UNDERGRADUATE EDUCATION: AN ANALYSIS OF CURRENT CONDITTIONS AND CHALLENGES
Keywords:
Flipped classroom, Creative problem-solving, Higher education, Instructional design, Work-integrated learning, IPO modelAbstract
The rapid evolution of digital technologies and shifting pedagogical paradigms have underscored the need for innovative learning models in higher education, particularly in fields that require applied problem-solving competencies. This study examines the current conditions, challenges, and development guidelines for a technology-enhanced flipped classroom learning model designed to foster creative problem-solving skills among undergraduate students in industrial vocational programs. Grounded in the Input–Process–Output (IPO) framework, the research addresses three primary objectives: (1) to analyze the existing teaching practices and instructional challenges faced by university instructors that affect students' creative problem-solving development; (2) to examine student perspectives and learning behaviors that influence the flipped classroom model's effectiveness; and (3) to propose development guidelines for an effective flipped classroom model that enhances students' creative problem-solving abilities-a total of 215 participants including university instructors and undergraduate students were selected using stratified random sampling. Data were collected through a five-point Likert scale questionnaire with strong content validity (CVI ranging from 0.80 to 1.00) and high internal consistency (Cronbach's alpha = 0.93). The study was conducted in three phases. Phase 1 analyzed the current instructional conditions and problems of instructors; Phase 2 investigated student opinions and learning behaviors; and Phase 3 assessed behavioral learning data in the Digital Photography Technology course. The findings provide an evidence-based foundation for developing a structured, technology-driven flipped classroom model tailored to enhance creative problem-solving skills within the context of higher education and work-integrated learning environments.
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