International Portal of Teacher Education
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Search results for: Flipped classroom
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6 items
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Most research has examined flipped learning (FL) within the context of face-to-face (F2F) instruction.
However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19).
Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university.
The data was collected from Korean PST's interviews, reflection notes, and course evaluations.
The thematic analysis was used to analyze qualitative data sources.
The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions.
Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process.
Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.
Published: 2022
Updated: Jul. 12, 2022
2
The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession.
A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process.
The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum.
In the experimental group, an interactive and controlled online learning environment was used to access the FC videos.
Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group.
The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson.
Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.
Published: 2021
Updated: Oct. 11, 2021
3
The study’s purpose was to investigate whether two different pedagogical strategies, flipped classroom and flipped team-based learning (FTBL), had different impacts on preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork. Several survey instruments were sent to 32 preservice teachers who were Middle Grades Education majors at the beginning and end of the spring 2019 semester.
Descriptive analyses, paired-samples t-tests, independent sample t-tests, and Pearson’s correlation tests were run.
The overall results showed that preservice teachers who enrolled in the FTBL section reported higher scores in most constructs.
However, most comparisons had no statistically significant differences.
The results may help teacher educators to rethink the pedagogical strategies used in the stand-alone educational technology course and provide alternatives to the traditional teaching approach.
Published: 2020
Updated: Feb. 17, 2021
4
Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking.
The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions.
Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only.
The qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses.
At the end, the authors provided suggestions for future research and practice for teaching computational thinking in teacher education.
Published: 2020
Updated: Jan. 01, 2021
5
This study examined the flipped classroom through the eyes of pre-service language teachers to reveal what hinders them from or encourages them to adopt this approach.
Data were collected from students in a Computer-Assisted Language Learning (CALL) course; they experienced two flipped class sessions (complementing the traditional instructor-led sessions) and completed a survey about their experiences. Semi-structured interviews were also conducted with a sub-set of students to examine their perceptions in greater depth.
Three major themes emerged regarding benefits of the flipped classroom: learner autonomy, learning by doing with support, and preventing cognitive overload.
Four challenges emerged: learners’ technology access and technical ability, technical support for instructors, ambiguous student responsibility, and an inability to provide immediate clarification.
Three additional notable themes emerged: heightened awareness of peers in the classroom, different reactions to content-oriented versus technically-oriented instructional videos, and student workload.
These themes are discussed in detail, along with suggestions for teacher training and professional development. Also considered is the need to establish guidelines for best practices in flipped classrooms and to develop high-quality approaches to flipping without a dependence on instructional videos.
Published: 2020
Updated: Dec. 13, 2020
6
This study investigated preservice teachers’ perspectives of the flipped classroom model and examined the impact of the model on student achievement. The authors found no significant differences between the flipped model and the traditional model in terms of academic achievement. However, they found different factors that may influence the effectiveness of this teaching model.
Published: 2015
Updated: Nov. 02, 2015