A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation

Abstract

Purpose

In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.

Design/methodology/approach

This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.

Findings

The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.

Research limitations/implications

Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.

Practical implications

This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.

Social implications

The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.

Originality/value

The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

Citation

Suwardika, G., Sopandi, A.T., Indrawan, I.P.O. and Masakazu, K. (2024), "A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation", Asian Association of Open Universities Journal, Vol. 19 No. 2, pp. 135-152. https://doi.org/10.1108/AAOUJ-10-2023-0115

1. Introduction

In the era of the Industrial Revolution and the demands of 21st-century skills, elementary school teachers need to possess self-regulation to manage tasks and emotions (Mengistnew et al., 2021; Yilmaz-Na and Sönmez, 2023), critical thinking skills to effectively guide students in in-depth analysis of information (Altun and Yildirim, 2023; Wang and Jia, 2023) and practical communication skills to convey content clearly and build positive relationships with students, colleagues and parents (Ozkan et al., 2014; Remacle et al., 2023; Saka and Surmeli, 2010; Yusof and Halim, 2014), while integrating educational technology to provide relevant and high-quality education in line with the changing times. Therefore, developing self-regulation, critical thinking and communication skills within tutorials is crucial, particularly in preparing elementary school teachers.

The issue of human resources and their competencies within tutorial-based learning has emerged as a significant concern for open university students (Suwardika et al., 2023). Preliminary interview findings with teacher-students from various elementary schools revealed deficiencies in self-regulated learning, critical thinking skills and communication abilities. Students' lack of self-regulation manifests as difficulties in effective time management, frequent feelings of overwhelm due to task demands and an inability to manage emotions skillfully. Deficiencies in critical thinking are reflected in challenges with deep analysis of information, acceptance of information without thorough evaluation and a lack of capacity to identify and address complex problems. Meanwhile, inadequate communication skills are evident in difficulties articulating ideas in a structured and transparent manner, an inability to actively listen and challenges in establishing effective relationships with students, colleagues and parents.

Previous studies have found that flipped classrooms can be used to improve self-regulation (Nacaroğlu and Bektaş, 2023; Ng, 2018), critical thinking skills (Cortez et al., 2023; Dehghanzadeh and Jafaraghaee, 2018; Kong, 2015; Sezer and Esenay, 2022; Tomesko et al., 2022a, b) and communication skills (Li and Suwanthep, 2017; Tazijan et al., 2016). Additionally, whiteboard animation has been widely used in education to visualize better and explain abstract concepts (Geoffrion et al., 2022; Krieglstein et al., 2023; Mann et al., 2023; Schneider et al., 2023; Türkay, 2016). Integrating whiteboard animation into teaching strategies positively impacts students' critical thinking and problem-solving abilities (Hassan et al., 2022). Although previous studies have implemented flipped classrooms and whiteboard animation separately, none have provided a detailed conceptual framework, implementation explanation and comprehensive impact of the implementation of whiteboard animation-assisted flipped classrooms. This article discusses the development of a whiteboard animation-assisted flipped classroom model through a conceptual framework, implementation and its detailed impact on self-regulation, critical thinking and communication skills. The objectives of this study are as follows: (1) To create a conceptual framework for the whiteboard animation-assisted flipped classroom model and modules and (2) To evaluate the effectiveness of the whiteboard animation-assisted flipped classroom model and modules.

Several key concepts in this study include webinar tutorials, flipped classrooms, whiteboard animation, self-regulation, critical thinking and communication skills. Tutorial Webinar (Tuweb) is a remote instructional procedure that encompasses features such as attendance tracking, assignment spaces, learning materials, synchronous communication via Microsoft Teams Conference, coordination in WA Groups, asynchronous facilities through https://silayar.ut.ac.id/ and other functionalities. Flipped classroom is a pedagogical approach that reverses the traditional learning environment. In this model, students independently learn topics through activities outside class, while in-class activities focus more on presentations and discussions. This research categorizes extracurricular activities into pre- and post-class activities. Students acquire knowledge through Whiteboard Animated (WBA) and independent study modules during pre-class activities. In post-class activities, students apply the learned principles and evaluate the results. WBA is a method used to visually represent intangible ideas using text, graphics, and animation. Self-regulation (SR) encompasses cognitive, emotional and behavioral processes that enable individuals to plan proactively, exert control over their actions and self-reflect (Zimmerman, 2000). Critical thinking skills include the capacity to engage in interpretation, analysis, evaluation, inference and explanation (Facione, 1990; Facione and Facione, 2013). Communication skills encompass a range of abilities, including active listening, verbal, written, assertive and nonverbal communication (Koenig, 2011).

Developing a Flipped Classroom model, supported by WBA and Modules, is crucial. This model should be implemented within a conceptual framework, encompassing the implementation process and assessing its impact on self-regulation, critical thinking and communication. A conceptual framework offers a systematic method for understanding, classifying and implementing the different elements of a learning model, along with its conceptual, theoretical and empirical support (Arifin et al., 2020). The success of the model development findings is evaluated by examining the implementation process and its impact on self-regulation, critical thinking and communication.

2. Method

The research method employed a mixed-method approach. This study was conducted following the following procedure: (1) Collecting and comprehensively analyzing literature related to the topic to grasp the involved concepts and identify gaps or shortcomings in existing research. (2) Analyzing relevant concepts within the topic and linking them to form a solid and coherent conceptual framework. (3) Constructing the conceptual framework by organizing and integrating the identified concepts from the literature review. (4) Utilizing suitable theoretical approaches to develop arguments or viewpoints within the conceptual framework of the flipped classroom model with whiteboard animation. (5) Using analogies, concrete examples or illustrations to explain and reinforce concepts within the framework of the flipped classroom model with whiteboard animation. (6) Diagrams or other visualizations can be utilized to depict relationships between concepts in the conceptual framework of the flipped classroom model with whiteboard animation. (7) Discuss the implications and conceptual significance of the flipped classroom model with whiteboard animation within a broader context, including its relevance to further research or a deeper understanding of specific topics. (8) Revising and refining the conceptual framework of the flipped classroom model with whiteboard animation based on input and critique, ensuring that elements within the framework mutually support and remain consistent. (9) Testing the conceptual framework of the flipped classroom model with whiteboard animation by discussing it with fellow experts or researchers to obtain feedback and validation for the constructed conceptual framework. (10) Implementation through quasi-experiment with non-equivalent group designs (Cohen et al., 2018).

The research participants in the implementation phase comprised 83 students divided into three classes. The participants were elementary school teachers enrolled in the Recognition of Prior Learning (RPL) undergraduate Elementary School Teacher Education program, specifically those taking the Elementary School Science Education course (PDGK 4202). Table 1 explicitly presents the number of participants per group and the treatment given to each category.

Qualitative data were collected by observing the learning process, documenting student worksheet completion and conducting student interviews. Questionnaires and tests were used as instruments for quantitative data collection. Data on the self-regulation variable were collected using a self-regulation questionnaire with a Likert scale ranging from 1 to 5. This questionnaire was sourced from Zimmerman (2000) and includes indicators to measure self-regulation. Data on critical thinking skills were collected using a critical thinking skills test with a rubric assessment scale ranging from 0 to 4. The source of indicators used in the test was from Facione (1990). Simultaneously, data on communication skills were collected using the Interpersonal Communication Competence Scale (ICCS) questionnaire, which includes a Likert scale ranging from 1 to 5 and source indicators Koenig (2011). The empirical validity results of these instruments are presented in Table 2.

Table 2 presents the validity test results for all instrument items above the threshold value (r table), indicating that all items are valid. Moreover, all the reliability values are very high. Therefore, all instrument items are suitable for data collection. Qualitative data were examined using descriptive methods, while quantitative data were evaluated using MANCOVA. Figure 1 provides a summary of the research design.

3. Results

• (1)

  Conceptual framework for Flipped Classroom with WBA and Modules

In developing this model, the researcher focused on adapting the Micro Flipped Classroom model. This model commences with out-of-class activities, providing short instructional videos accompanied by assigned tasks. In-class activities are then utilized for the remaining learning process and for completing specific tasks facilitated by a tutor (Thakare, 2018).

The Micro Flipped Classroom model prepares students for home-based learning through video-based comprehension and skill-development tasks conducted in class. To fulfill the learning outcomes of the Elementary School Science Learning course, which encompass designing, implementing and evaluating the science learning process and outcomes using appropriate approaches, methods and learning tools aligned with curriculum materials and indicators while also considering students' development and characteristics, the researcher divided out-of-class activities into two components: pre-class and post-class activities.

Pre-class activities aim to instil and reinforce conceptual understanding and self-regulation through video comprehension, module reading, mind mapping and question formulation. Conversely, post-class activities encourage students to apply the theories and concepts they have learned in their workplaces, evaluate their experiences and devise improved learning strategies.

Meanwhile, in-class activities emphasize presentations and discussions to enhance students' communication, critical thinking and self-regulation skills. The relationship between the formulated syntax and the abilities of self-regulation, critical thinking and communication is illustrated in the conceptual framework diagram presented in Figure 2.

Figure 2 illustrates the imperative of enhancing students' self-regulated learning, critical thinking skills and communication abilities, particularly for teachers and prospective teachers in the 21st century. The development of the Flipped Classroom model is grounded in robust theoretical and empirical foundations, which underpin efforts to foster these essential skills. This development also encompasses the establishment of its syntax. A detailed exposition of the interrelationships among syntax, theoretical support, empirical evidence and how syntax contributes to the enhancement of these variables can be found in the model hypothetic flipped classroom with WBA and modules. When implemented, this syntax is expected to enhance self-regulated learning, critical thinking skills and communication abilities in students, particularly teachers or aspiring teachers.

• (2)

  The implementation of the flipped classroom with whiteboard animation and modules

Table 3 presents the results of implementing the Flipped Classroom model with WBA and modules in the Elementary School Science Education Course (PDGK4202).

Before conducting the MANCOVA test, the quantitative data underwent prerequisite tests, including the multivariate normality test, homogeneity of variance-covariance matrices test and linearity test. The results of the multivariate normality test revealed that the bivariate relationship between Mahalanobis Distance and qi yielded a Pearson correlation value of 0.911 with a significance value of 0.001 (below 0.05), indicating that the data originated from a population following a multivariate normal distribution. Furthermore, the results of the homogeneity of variance-covariance matrix test are presented. Based on Box’s test of equality of covariance matrices, the significance value for the variance matrix test on the data was 0.730, greater than 0.05. This suggests that the variance matrices between the dependent variables and covariates are homogeneous. The linearity test results demonstrated that the significance value for deviation from linearity was greater than 0.05, while the significance value for linearity was less than 0.05. Based on these results, the dataset exhibits a linear relationship and has a real-value slope coefficient. After the prerequisite tests have been fulfilled, the MANCOVA test can proceed. Table 4 displays the results of the MANCOVA between-subject effects test.

The multivariate test results indicate a significance level (sig.) of 0.000, which is less than the threshold of 0.05 for Pillai’s Trace, Wilks' Lambda, Hotelling’s Trace and Roy’s Largest Root. This suggests that the learning model (A) has a significant simultaneous effect on all dependent variables.

The tests of between-subject effects in Table 4 reveal that the learning model significantly influences self-regulation (Y1), critical thinking skills (Y2) and communication skills (Y3). Due to the significant effects identified in the MANCOVA between-subjects effects test between the learning model and the dependent variables, further analysis was conducted using pairwise comparisons. A summary of the pairwise comparisons test results is presented in Table 5.

The pairwise comparisons in Table 5 reveal significant differences when comparing all groups across all variables, except for the positive control group (A2) and the experimental group (A3) on the self-regulation variable, which did not yield a significant difference. The flipped classroom with modules in the positive control group (A2) did not have a significantly different impact than the experimental group (A3) in improving students' self-regulation scores. Overall, the highest mean estimates were found in the experimental group (A3).

4. Discussion

Within this conceptual framework, the author presents theoretical support and empirical evidence backing the development of the flipped classroom model. During the pre-class phase, group activities involve creating presentations relevant to the learning material. Additionally, students can share their presentations through platforms like WhatsApp and the Open University Learning Service System (https://silayar.ut.ac.id/). Individual activities include watching WBA videos and reading modules, creating mind maps and formulating “why?” and “how?” questions in student worksheets. At this stage, theoretical support comes from cognitive theory, connectionism theory and constructivism theory. Cognitive Theory emphasizes cognitive processes in learning, connectionism theory deals with forming relationships between concepts and constructivism theory focuses on building understanding through experience and social interaction (Schunk, 2012; Schunk and DiBenedetto, 2022; Shultz, 2010). Furthermore, the use of WBA and mind mapping is explained following empirical support, highlighting their effectiveness in facilitating concept comprehension and the development of critical thinking skills (Chiriacescu et al., 2020; Nugroho et al., 2020; Sekarini et al., 2020).

Moving on to the in-class phase, student groups deliver presentations and engage in classroom discussions, emphasizing the role of social constructivism theory and social cognitive theory in connecting learning with social interaction. In this stage, collaborative design learning is also recognized as empirical support, positively impacting the learning environment and enhancing critical thinking skills. During the post-class phase, students apply the concepts and theories learned in practical situations, aligning with constructivism theory and experimental learning theory. Empirical evidence also demonstrates that applying theory in practice or through classroom simulations positively affects deeper concept comprehension (Pande and Bharathi, 2020; Sayaf, 2023; Schunk, 2012; Seraji and Olsadat Musavi, 2023). This explanation shows that this conceptual framework is structured by referring to consistent theoretical support and empirical evidence that aligns with the development of the flipped classroom model.

Implementing the Flipped Classroom Tutorial Webinar with Whiteboard Animation and Module consisted of three phases: pre-class, in-class and post-class. In the pre-class phase, students can watch videos on the YouTube platform or by visiting the website https://silayar.ut.ac.id/. Learning modules were also available in print and online formats through the link https://pustaka.ut.ac.id/lib/pdgk4202-pembelajaran-ipa-di-sd-edisi-2/. In the second meeting, there was a challenge in generating student interest in the WBA videos. To address this, an initiative was taken to introduce questions regarding the differences between concepts presented in the videos and modules. This initiative successfully increased the frequency of students watching the videos. Students could create mind maps manually or use applications, allowing them to express themselves according to their preferences, especially considering that the students are teachers of diverse age ranges. Student groups were tasked with creating and sharing PowerPoint presentations through WhatsApp groups and the platform https://silayar.ut.ac.id/. Subsequently, students formulated “why” and “how” questions and answers on their student worksheets. In the in-class phase, the tutor initiated the tutorial webinar using the Microsoft Teams application. Student groups assigned to present delivered their presentations according to the schedule determined during group assignments. After the presentations, a class discussion was held, moderated by a moderator. The tutor provided feedback and clarification in case of misconceptions. During the post-class phase, students implemented the concepts or theories they had learned and documented them according to the student worksheet format. Students evaluated their work to plan for the next tutorial webinar. All completed student worksheets were uploaded to the website https://silayar.ut.ac.id/. The LMS was one aspect that aided the smooth implementation and ease of student access to materials (Wong, 2018).

The MANCOVA test revealed a significant effect of the different Tuweb models on the self-regulation variable (Y1), with an F-value of 45.673 and a significance level of 0.000 < 0.05. However, in the pairwise comparisons, the group receiving the flipped classroom Tuweb learning with modules (A2) compared to the group receiving the flipped classroom Tuweb learning with WBA and modules (A3) did not yield a statistically significant result, with a p-value of 0.817, which is greater than the significance level of 0.05.

Although the average self-regulation score in group A3 (85.154) was higher than that in group A2 (84.095), the impact of the flipped classroom syntax on self-regulation was more pronounced. This is because even without using WBA, the increase in self-regulation in both groups was not significantly different. The flipped classroom enhances self-regulation skills (Bingen et al., 2019; Chen and Hwang, 2019; Fernández-Martín et al., 2020; Jdaitawi, 2019; Ök and Tuncay Sarıtaş, 2022). Activities conducted outside the classroom, both before and after class, are done without supervision. This requires elementary school teachers to be able to regulate themselves independently by controlling the learning process and having unlimited access to learning materials such as WBAs, modules and worksheets. Self-directed learning strategies empower students to have control over their learning process, fostering autonomy and self-regulation (Shyr and Chen, 2018). Freedom, referring to having control over the learning process and the availability of learning materials, enhances students' self-regulation (Zainuddin et al., 2019).

Students can interact with their peers and tutors through WA Groups during out-of-class activities to seek help or exchange experiences. The flipped classroom concept fosters an engaging and student-centered learning environment, encourages independent learning and enhances students' social cohesion (Jdaitawi, 2019). Student worksheets are crucial in promoting students' self-regulation by providing instructions for actions and learning processes they need to undertake. Worksheets in the flipped classroom encourage self-regulation by engaging students in pre-class and in-class activities that require critical thinking and strategic planning (Ahmed and Indurkhya, 2020; Onodipe et al., 2020). Furthermore, conducting reflection and evaluation on the worksheets students complete allows them to review and improve their learning process and outcomes. Regular reflection on completed worksheets can enhance metacognitive awareness, encouraging students to critically evaluate their learning processes, tactics and results (Linur and Mubarak, 2022; Onodipe et al., 2020).

The MANCOVA test revealed a significant effect of the different Tuweb models on critical thinking skills (Y2), with an F-value of 98.322 and a significance level of 0.000 < 0.05. The pairwise comparison test results indicated significant differences in critical thinking scores among the groups. The experimental group (A3) had the highest mean score of 85.976. This study found that the flipped classroom paradigm, WBA and modules were the most effective approaches in enhancing critical thinking skills. Research has also shown that implementing flipped classroom methods can improve critical thinking skills (Chen et al., 2022; Karunia and Ridlo, 2022; Sezer and Esenay, 2022). The flipped classroom learning process with WBA and modules encourages students to engage actively and independently in individual and group learning. In this environment, students also receive feedback from their peers and tutors. This active participation facilitates comprehensive information synthesis, enhancing students' critical thinking skills (Tomesko et al., 2022a, b).

The pre-class phase aims to enhance students' critical thinking skills by promoting student-centered, self-directed learning. To create effective presentations and share resources, individuals must be able to organize information methodically, carefully select relevant data and cohesively structure content to develop engaging presentations. Additionally, the ability to ask “why?” and “how?” questions and provide appropriate responses requires analytical and introspective cognitive skills. Students' critical thinking skills are further developed and reinforced during the in-class phase. Students participate in collaborative presentations and debates. During discussions, individuals must be able to ask insightful questions, present logical arguments and provide critical responses to their peers' viewpoints. The post-class phase allows students to apply the principles they have learned in practical settings, such as professional environments. To effectively observe and implement these concepts, one must critically analyze the current situation and determine the most appropriate strategies for implementing the concepts. The flipped classroom, which emphasizes learner-centered learning, facilitates the development of critical thinking skills (Al-Zoubi and Suleiman, 2021; Sugrah et al., 2023; Tomesko et al., 2022a, b).

At each stage of the learning process, students are given opportunities to develop their critical thinking skills and practice them in real-world scenarios. This process enhances their capacity to become individuals with sophisticated analytical and introspective skills, enabling them to make informed and wise choices based on mature critical thinking. After completing the worksheets, they evaluate their learning process and outcomes to improve future learning strategies. The flipped classroom methodology facilitates the development of critical thinking skills by actively involving students in analysis, evaluation and production during face-to-face meetings (Susilawati, 2020). Furthermore, the flipped classroom model enables students to leverage prior knowledge gained from pre-class videos and engage in further learning tasks during face-to-face sessions, such as interactive discussions and complex problem-solving, thereby fostering the development of critical thinking skills (Susilawati, 2020).

The MANCOVA test results revealed a significant effect of different flipped classroom models on communication skills (Y3), with an F-value of 29.787 and a significance level of 0.000, less than 0.05. The findings from the pairwise comparisons test indicated that all p-values were below 0.05, signifying statistically significant differences in critical thinking scores across all groups. The experimental group (A3) achieved the highest mean score of 85.087. The flipped classroom model effectively enhances communication skills (Li and Suwanthep, 2017; Robbins et al., 2020; Tarigan and Tarigan, 2022; Yousufi, 2020).

During the pre-class sessions, students honed their communication skills through activities like reading modules, watching WBAs, creating concept maps, delivering presentations and sharing materials via platforms such as WhatsApp groups and the UT LMS. In the in-class phase, students' communication skills developed as they engaged in presentations and online discussions using Microsoft Teams. Throughout each learning stage, students were provided opportunities to enhance their communication skills through verbal communication, active listening, responding and interacting with their peers.

The flipped classroom model fosters a learning environment that prioritizes student engagement and critical thinking, improving communication skills (Tomesko et al., 2022a, b). It transforms the learning environment into a dynamic and participatory one where students actively engage in debates and activities, enhancing communication skills (Latorre-Cosculluela et al., 2021). The flipped classroom environment can potentially increase student engagement, critical thinking and participation, which are crucial for developing practical communication skills (Yang et al., 2020).

Incorporating technology, such as WhatsApp groups, the UT LMS and Microsoft Teams, enhances the learning process by facilitating collaborative problem-solving, discussions and presentations, which fosters the growth of students' communication skills. Using technology and interactive learning techniques, students in a flipped classroom environment can enhance their communication skills by engaging in collaborative problem-solving, discussions and presentations (Ahmed and Indurkhya, 2020). In educational settings, using WBA videos can improve students' presentation skills, stimulate creativity and encourage active participation (Suhroh et al., 2020). Moreover, WBA videos also facilitate idea retention and active learning, contributing to developing communication skills and confidence (Suhroh et al., 2020).

5. Conclusions

This study has demonstrated that the flipped classroom model, aided by WBA and modules, significantly impacts the enhancement of self-regulation, critical thinking, and communication skills in teachers returning to pursue their undergraduate studies in Elementary School Teacher Education at UPBJJ UT Denpasar. The theoretical underpinnings supporting the development of this model include cognitive theory, connectionism theory, constructivism theory and experiential learning theory, which have proven to provide a robust framework for implementing the flipped classroom. Moreover, empirical evidence also indicates that the flipped classroom can increase student engagement in the learning process, individually and in groups and provide opportunities for students to apply knowledge in real-world contexts.

The implications of this research encompass several important aspects based on implementing the flipped classroom model aided by WBA and modules, particularly in the context of this study’s participant group. First, implementing a flipped classroom utilizing digital technology such as WBAs and online learning platforms can enhance students' independent learning. Students can access materials flexibly and independently, managing their learning process and outcomes, thereby improving their self-regulation skills. Second, this method also supports the development of critical thinking skills through independent learning activities, creating mind maps, formulating and answering questions, applying concepts in real-world settings and engaging in group discussions and presentations that encourage students to argue logically and analytically. Third, students' communication skills are enhanced through more intensive interaction with peers and tutors directly and through digital media.

Several limitations in this study need to be acknowledged. These limitations include the specific sample type: elementary school teachers returning to university to take elementary school science education courses. Teachers have diverse backgrounds that can influence dependent variables such as age, educational background, facilities, internet signal stability in the learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be generalized to other educational contexts with different facilities, systems and policies. Additionally, measuring self-regulation and communication skills, particularly through questionnaires, relies on self-reporting, which can be biased due to socially desirable responses or inaccurate self-assessment. While the MANCOVA test showed significant results, it is possible that other variables not controlled in this study (e.g. intrinsic motivation and social support from family or colleagues) also influenced the independent variables.

Future research should involve a more diverse sample, not limited to in-service school teachers enrolled in the RPL undergraduate Elementary School Teacher Education program. Subsequent studies can be extended to various educational levels and diverse demographic backgrounds to enhance the generalizability of findings. Additionally, using more objective measurement methods and data triangulation methods, such as direct observation and in-depth interviews, can mitigate biases arising from self-reports, particularly in self-regulation and communication skills. Further research with variations in dependent variables, covariates or the addition of independent variables can be conducted to understand the multifaceted factors associated with flipped classroom implementation.

Figures

Figure 1

Flowchart of research design

Figure 2

Conceptual framework of flipped classroom webinar tutorial with whiteboard animation and modules related to the promotion of dependent variables

Table 1

Treatment data for participant groups

Group code	Number of students	Type of treatment
A1	28	Conventional webinar tutorial assisted by modules
A2	27	Flipped Classroom webinar tutorial assisted by modules
A3	28	Flipped Classroom webinar tutorial assisted by WBA and modules

Source(s): Table by authors

Table 2

Empirical validity test results of research instruments

Variable	Number of trial respondents	Number of items	Validity value	r table	Reliability value
Self-regulation	221	49	0.244–0.521	0.138	0.902
Critical thinking skills	63	12	0.542–0.681	0.254	0.902
Communication skills	221	60	0.242–0.541	0.138	0.943

Source(s): Table by authors

Table 3

Implementation of the flipped classroom model with WBA and modules

Table 4

Tests of between-subject effects

Dependent variable	Type III sum of squares	df	Mean square	F	Sig
Post-test self-regulation (Y1)	695.612	2	347.806	45.673	0.000
Post-test critical thinking skills (Y2)	328.991	2	164.495	98.322	0.000
Post-test communication skills (Y3)	456.180	2	228.090	29.787	0.000

Source(s): Table by authors

Table 5

Summary of pairwise comparison results

Variables	Group	Mean estimates	Std. Error	LSD notation
Self-regulation	A1	76.437a	0.656	a
	A2	84.095a	0.569	b
	A3	85.154a	0.701	b
Critical thinking skills	A1	79.062a	0.307	a
	A2	83.634a	0.266	b
	A3	85.976a	0.329	c
Communication skills	A1	76.464a	0.658	a
	A2	80.822a	0.570	b
	A3	85.087a	0.703	c

Note(s): ^aThe following values are evaluated for the covariates appearing in the model: Pre-Test Self-Regulation = 73.666, Pre-Test Critical Thinking Skills = 35.542 and Pre-Test Communication Skills = 66.056

Source(s): Table by authors