A New Approach in Higher Education: The Perceptions of Pre-Service Teachers Related to Flipped Learning (original) (raw)
Related papers
2018
This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students’ perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait’s Public Authority for Applied Education and Training (PAAET). This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students’ perceptions of flipped learning. Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that...
Algerian EFL University Teachers’ Perceptions, Attitudes and Insights on the Incorporation of Flipped Learning in Higher Education, 2024
The proliferation and use of technology in education has seen a marked increase in recent years with a wide array of approaches among which flipped learning forms a salient trend. This study attempts to investigate the perceptions, attitudes and insights of Algerian university teachers of English on the incorporation of Flipped Learning at the university level. Following a sequentially explanatory mixed-methods approach, the study employed a questionnaire distributed among 100 teachers, accompanied by in-depth interviews conducted with 6 selected participants. The scope of this research aimed to discern EFL educators' understanding of Flipped Learning, its perceived benefits and challenges, the factors that can influence its adoption as well as their recommendations for optimal implementation. Notably, overall positive results emerged revealing a growing receptiveness to Flipped Learning enriching the literature on this approach by providing culturally specific insights from the Algerian higher education context.
Flipped Teaching: Iranian Students’ and Teachers’ Perceptions
2019
In an effort to examine EFL students’ and teachers’ perceptions about the role of implementing flipped teaching in the university context, a mixed-method research approach was employed. To this end, 80 male and female Iranian advanced EFL learners majoring in English translation, literature, and English teaching and 204 Iranian EFL instructors were selected. They answered the flipped teaching questionnaires, then ten percent of the participants (8 students and 20 teachers) volunteered for follow-up qualitative data collection procedures (i.e., the interview) to let the researchers produce more profound responses to the related concepts of the study. Then, the data collected from the questionnaires were coded and analyzed. Also, the qualitative analysis of the research was done using the interview transcripts to support the quantitative analysis results of the research. It included content analysis requiring the examination of the participations' interviews transcripts. The findi...
Australasian Journal of Educational Technology
The aim of this study was to investigate whether flipped learning affects pre-service teachers’ achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017–2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers’ perceptions of the classroom environment.
Universal Journal of Educational Research, 2020
The current study investigated Jordanian teachers' perception on the impact of flipped learning on students' learning, teachers' role, and challenges facing its implementation. Teachers' perceptions were investigated in respect to their sex, experience, and teaching subjects. Participant in the study were all the (126) teachers who had already implemented flipped learning and they were considered innovative in their schools as they were the first to implement flipped learning in their teaching practices in Amman, the capital of Jordan. All participants filled teachers' perception on flipped learning questionnaire, which consisted of (37) items in three dimensions: flipped learning's impact on students' learning, teacher's role, and challenges to its implementation. The study was conducted during the second semester of the academic year 2018/2019. Means, standard deviations, MANOVA, and Scheffe's test were used to answer the research questions. The results of the study showed teachers' overall positive attitude toward flipped learning model believing that it improves student learning and transforms teachers' role. Additionally, the results showed that female teachers had stronger views that flipped learning improves students' learning, transforms teachers' roles in the classroom, and faces challenges.
An Analysis of Master’s and Doctoral Research on Flipped Instruction in Turkey
2020
Flipped learning has been one of the most popular trends in education in the last decade. History of flipped learning dates back to 2007 when two chemistry teachers in the USA recorded videos and screencast them for enabling their students to compensate for the lessons they missed. Flipped learning emphasizes effective use of class time by changing the traditional task of teachers and students inside and outside the classroom. In flipped learning, students' roles as passive lecture listeners change to active participants in classroom activities. As its name suggests, flipping takes the presentation or lecture part which is traditionally done in the classroom and places that in pre-class work. It can be considered as a pedagogical model in which the typical lecture and homework elements of a course are reversed. Subsequent to the first implementation of this new instructional model, a lot of institutions have started to integrate the model into their education systems and researc...
Education Students' Responses to Flipped Learning Methodology in the Lebanese University
American Journal of Educational Research, 2016
The aim of this research was to test and analyse student responses to the introduction of the flipped learning methodology at the Faculty of Education in the Lebanese University, to identify potential relationships between the responses and to determine underlying factors guiding the responses. A survey questionnaire was developed by a team of faculty and sent to students via an online survey software. The analysis employed dimension reduction techniques to ascertain underlying factors guiding responses. The two major factors identified were student engagement and course flexibility of the flipped classroom approach. The research concluded that the flipped learning methodology can be useful for improving learning and holds the potential to more adequately engage today’s learners.
ZAHRA: Research and Tought Elementary School of Islam Journal, 2022
The aim of this study is to examine the self-efficacy perceptions of lecturers in flipped learning and opinions of prep school lecturers about their self-efficacy in flipped learning. Convergent parallel design, one of the mixed research methods, is employed in the study. The study group consists of 31 Turkish lecturers who work at the School of Foreign Languages at Çağ University. The quantitative data of the research was obtained through the Flipped Learning Teacher Self-Efficacy Scale. Qualitative data was collected by open-ended questions form developed by the researcher. As a result of the study, it was concluded that the flipped learning self-efficacy perceptions of the preparatory school lecturers were at a high level. In addition, the lecturers stated in their views that their self-efficacy in flipped learning and technology use was at a certain level, but they have to continuously improve.
The flipped learning perception scale: A validity and reliability study
Education and Information Technologies
This study aims to develop a scale to determine preservice science teachers' perceptions of flipped learning. The present study uses the survey design, a quantitative research method. For content validity, the authors created an item pool of 144 items based on the literature. After being checked by experts, the item pool dropped to 49 items for the five-point Likert-type draft scale. The current study has preferred cluster sampling due to generalization concerns. The accessible population of the study is the preservice science teachers in Türkiye's provinces of Kayseri, Nevsehir, Nigde, Kırsehir, and Konya. We administered the draft scale to 490 preservice science teachers, which is the recommended 10 times the number of items. We also performed explanatory and confirmatory factor analyses to check the scale's construct validity. We ultimately obtained a four-factor structure with 43 items that explain 49.2% of the variance in scores and found the correlation between the criterion and draft scales to be greater than .70, thus ensuring criterion validity. We calculated Cronbach's alpha and composite reliability coefficients to check the reliability of the scale and determined the reliability coefficients for both the overall scale and the sub-factors to be greater than 0.70. As a result, we have obtained a scale consisting of 43 items and four dimensions that explains 49.2% of the variance. This data collection tool can be used by researchers and lecturers to determine preservice teachers' perceptions toward flipped learning.