Leveraging Millennials’ Potential Through Multimedia, Meaningful Engagement and Metacognitive
Document Type
Conference Proceeding
Publication Date
3-2016
Department
Teaching & Educational Leadership
Abstract
The purpose of this study was to examine the effects of employing various multimedia tools in a flipped classroom environment on pre-service teachers’ application different metacognitive strategies. The investigators employed a within-subject design with one dependent variable: the flipped classroom or lecture-based instructional model and three independent: (1) various multimedia tools, (2) metacognitive skills, and (3) innovative application of new knowledge. The participants were 80 pre-service teachers at a Mid-western university, 44 (29 UG, 15 G), who were enrolled in a blended technology integration course and 36 (UG) were enrolled in a language and literacy course. The study results demonstrated that there were indeed statistically significant differences between students’ abilities regarding innovation, metacognition and use of multimedia tools and that the differences were statistically significant in the flipped classroom model as opposed to the traditional model.
First Page
2425
Last Page
2433
Publication Title
Proceedings of Society for Information Technology & Teacher Education International Conference
Publisher
Association for the Advancement of Computing in Education (AACE)
ISBN
9781939797131
Recommended Citation
Watts, A. & Ibrahim, M. (2016). Leveraging Millennials’ Potential Through Multimedia, Meaningful Engagement and Metacognitive. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2425-2433). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/172033/.