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

This document is currently not available here.

Share

COinS