A study of Components of a Flipped Classroom Model with Blended Learning to Promote Information Literacy of Undergraduate Students at the College of Dramatic Arts

Abstract

The purposes of this research article were 1) to develop the flipped classroom model with blended learning; and 2) to evaluate the quality of the flipped classroom model with blended learning to promote information literacy of undergraduate students at the College of Dramatic Arts. The sample group consisted of 9 experts by purposive sampling. The research instruments were an opinion questionnaire, a model quality assessment form, and a model quality assurance assessment form. The statistics used for data analysis were mean and standard deviation. The research results found that 1) the components of the flipped classroom model with blended learning to promote information literacy of undergraduate students at the College of Dramatic Arts consisted of 9 main components and 38 subcomponents. The 7 main components of context were 1) instructional media component, 2) instructor component, 3) subject content component, 4) learner component, 5) information technology component, 6) teaching method component, and 7) evaluation component and 2 main process components were learning management steps and teaching and learning activities organization; 2) for the results of the quality search of the model, experts had opinions and assessed the appropriateness of the format, finding that overall the quality was at a high level ( = 4.43, S.D. = 0.20). When separated into each aspect, it was found that the component with the highest level of appropriateness was evaluation. The most appropriate components were teaching media ( = 4.51, S.D.=0.66) and teaching activities ( = 4.59, S.D.=0.76). The components with the most appropriate components were teaching media ( = 4.47, S.D.=0.67), teachers ( = 4.42, S.D.=0.77), course content (= 4.42, S.D.=0.71), information technology ( = 4.45, S.D.=0.71), learners ( = 4.43, S.D.=0.69), learning management steps ( = 4.38, S.D.=0.71), and teaching methods ( = 4.37, S.D.=0.73), respectively. All components were consistent. Experts endorsed the quality of all components of the model.