Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: an experience of practicing flipped classroom strategy
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Information competence and critical thinking do not emerge automatically from technology use; they are influenced by curriculum design, pedagogical practices, library infrastructures, instructor modeling, and assessment requirements.
“Empirical studies emphasize that information competence and critical thinking do not emerge automatically from technology use; instead, they are influenced by curriculum design, pedagogical practices (Kong, 2014), library infrastructures (Antasari, 2025), instructor modeling (Batı and Kaptan, 2015), and assessment requirements (Jabali et al., 2024).”
From Information competence and critical thinking in digital environments evidence from university students in Kazakhstan (2026) · cites this paper as Kong, 2014
Cites
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · cited 1× · see citing works
“…in school education in the twenty-fi rst century, which concerns that how meaning and knowledge are made and built, respectively, within the individual mind, and that how a shared meaning is developed within a social grouping such as a classroom (Kirschner, Sweller, & Clark, 2006; Richardson, 2003).”
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Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-018-9633-7 · Cited by 494 · see citing works
Kong, S.-C., Man-Yin Cheung, W., & Zhang, G. (2021) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2021.100026 · Cited by 332 · see citing works
Self-citationWang, F. H. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.06.012 · Cited by 252 · see citing works
Hwang, G.-J., Lai, C.-L., Liang, J.-C., Chu, H.-C., & Tsai, C.-C. (2018) · Educational Technology Research and Development · doi:10.1007/s11423-017-9540-3 · Cited by 186 · see citing works
Toward an Integrated Framework of Multiple Text Use
List, A., & Alexander, P. A. (2019) · Educational Psychologist · doi:10.1080/00461520.2018.1505514 · Cited by 147 · see citing works
Smart Device Use and Perceived Physical and Psychosocial Outcomes among Hong Kong Adolescents
Kwok, S., Lee, P., & Lee, R. (2017) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph14020205 · Cited by 58 · see citing works
Reimagining flipped learning via bloom's taxonomy and student–teacher–GenAI interactions
Kwan, P., Kadel, R., Memon, T. D., & Hashmi, S. S. (2025) · Education Sciences · doi:10.3390/educsci15040465 · Cited by 24 · see citing works
Yrymbayeva, N., Yermekova, M., Tezekova, O., Issatayeva, B., Zhubandykova, A., & Tuxanbayev, A. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1809360 · Cited by 2 · see citing works
- Authors
- Kong, S. C.
- Affiliations
- Education University of Hong Kong (HK)
- Corresponding author
- Kong, Siu Cheung
- ORCID
- Kong, Siu Cheung
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2014-09
- Volume
- 78
- Pages
- 160-173
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2072633756
- Cited by
- 580
- References
- 1
- Citations by year
- 2026: 30 · 2025: 49 · 2024: 52 · 2023: 56 · 2022: 69 · 2021: 67 · 2020: 72 · 2019: 61 · 2018: 58 · 2017: 32 · 2016: 19 · 2015: 15
- FWCI
- 184.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Hong Kong Education Bibliographic Database (submittedVersion)
- Topics
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Education › Education and Technology Integration
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Keywords
- information literacy, critical thinking skills, flipped classroom, digital classroom, tablet-based learning, high school students, instructional design, Hong Kong secondary education
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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