Thinking hat | Descriptions | Examples and representative citations |
---|---|---|
White hat (information) | Focusing on facts and information about flipped classroom approach | Administrating a quasi-experiment to compare flipped classroom and traditional classroom (Bhagat et al. 2016); describing the types of out-of-class and in-class activities of flipped classroom approach (DeLozier and Rhodes 2016) |
Red hat (feelings) | Considering students’ emotions and feelings of flipped courses | Investigating student engagement and course satisfaction of flipped courses (Gilboy et al. 2015; Gross et al. 2015) |
Blue hat (thinking about thought) | Thinking about the thoughts required in flipped classroom approach | Discussing the pedagogies and theories that can be applied in flipped classroom approach (Bishop and Verleger 2013; Abeysekera and Dawson 2015) |
Green hat (creative) | Integrating new elements into flipped classroom approach | Attempting to use student-created digital videos (Engin 2014) or mobile-assisted learning system (Wang 2016) in flipped courses |
Black hat (challenges) | Focusing on the challenges of using flipped classroom approach | Identifying challenges of implementing flipped classrooms in nursing education, such as more lecture preparation efforts were required (Betihavas et al. 2016) |
Yellow hat (constructive) | Constructing design guidelines for flipped classroom approach | Proposing design principles or guidelines for flipped classroom approach, such as providing an incentive for students to prepare for class (Kim et al. 2014) |