The effect of a flipped classroom with online group investigation on students' team learning ability Chanakan Sojayapan a, 1 , Jintavee Khlaisang b, * a Master of Education Program in Educational Technology and Communications, Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University, Bangkok 10330, Thailand b Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University, Bangkok 10330, Thailand article info Article history: Received 13 September 2017 Received in revised form 26 December 2017 Accepted 7 February 2018 Available online xxxx Keywords: collaborative learning, flipped classroom, group investigation, online learning, team learning ABSTRACT This study examined the effects on the team learning ability of upper secondary school students using a flipped classroom model with online group investigation. The subjects of the study were 30 upper secondary school students. The instruments employed in the study consisted of: (1) a flipped classroom model with online group investigation, (2) a website for flipped classrooms, and (3) a learning management plan. The data collection instruments comprised: (1) a self-assessment form of team learning ability and (2) a team learning behaviour observation form. The study found that the average team learning ability of the learners was significantly higher after the lessons, and those with different learning abilities were able to learn as a team at significantly different rates. Post-hoc multiple comparison tests (LSD) revealed that the team learning ability scores of the learners with high learning ability differed significantly from those of the intermediate and beginner learning ability groups, while the team learning ability scores of the intermediate and the beginner groups were not significantly different. The beginner group scored the highest regarding team learning ability, followed by the intermediate group and the advanced group, respectively. © 2018 Kasetsart University. Publishing services by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/ 4.0/). Introduction The current instructional trend sets out to foster collaborative skills or team learning as one the 21st century learning skills. However, every milieu of our society now appears to be beset by conflicts, disunity, and divisiveness, which points to a general lack of understanding of how to co-exist in a society with individuals or groups of in- dividuals who have different ideas and behaviour. Conflicts between individuals or groups of individuals are also common, even in educational institutions, with brawls between students regularly reported in the news. This re- sults from a lack of understanding and the skills for coop- eration and collaboration (Lawford, 2003; Mu & Gnyawali, 2003). Therefore, it is necessary for teachers to foster collaborative and team learning skills in students. In the 21st century, various learning models have been developed to keep up with changes in social context and the advancement of science and technology. A flipped classroom is one such learning strategy that creates learning through technology. In addition to the flipped classroom strategy, learning approaches also form an in- tegral part in developing team learning skills. A commonly employed learning approach is Group Investigation (GI), a collaborative learning model that encourages learners to work and communicate with each other through group * Corresponding author. E-mail addresses: chanakan.soj@mahidol.edu (C. Sojayapan), jintavee. m@g.chula.edu (J. Khlaisang). Peer review under responsibility of Kasetsart University. 1 Co-first author. Contents lists available at ScienceDirect Kasetsart Journal of Social Sciences journal homepage: http://www.elsevier.com/locate/kjss https://doi.org/10.1016/j.kjss.2018.02.003 2452-3151/© 2018 Kasetsart University. Publishing services by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http:// creativecommons.org/licenses/by-nc-nd/4.0/). Kasetsart Journal of Social Sciences xxx (2018) 1e6 Please cite this article in press as: Sojayapan, C., & Khlaisang, J., The effect of a flipped classroom with online group investigation on students' teamlearning ability, Kasetsart Journal of Social Sciences (2018), https://doi.org/10.1016/j.kjss.2018.02.003