USING DIGITAL STORYTELLING TO ENHANCE THAI STUDENT ANALYTICAL THINKING AND LEARNING ACHIEVEMENT BY USE OF A FLIPPED CLASSROOM ENVIRONMENT MODEL AND INQUIRY-BASED LEARNING (IBL)

Abstract

The objective of this research was to investigate how a students learning environment (LE), the use of a flipped classroom pedagogy, Inquiry-Based Learning (IBL), and digital storytelling combined to enhance a Thai undergraduate students analytical thinking skills and learning achievement.  Therefore, from an extensive review of the literature, the authors developed a model consisting of five steps including Step 1s Engagement Stage, Step 2s Exploration Stage, Step 3s Summary Stage, Step 4s Elaboration Stage, and Step 5s Evaluation Stage. Therefore, the results of the proposed EDS5 Model (five educational development steps) have significant potential to increase a students analytical thinking and learning achievement processes.