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 student’s learning environment (LE), the use of a flipped classroom pedagogy, Inquiry-Based Learning (IBL), and digital storytelling combined to enhance a Thai undergraduate student’s 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 1’s Engagement Stage, Step 2’s Exploration Stage, Step 3’s Summary Stage, Step 4’s Elaboration Stage, and Step 5’s Evaluation Stage. Therefore, the results of the proposed EDS5 Model (five educational development steps) have significant potential to increase a student’s analytical thinking and learning achievement processes.