Maximizing Millennials' Mindsets through Multimodal Multimedia Design

Document Type

Conference Proceeding

Publication Date

6-2016

Department

Teaching & Educational Leadership

Abstract

The purpose of

The purpose of this study was to examine the effects of a implementing a blended/flipped learning environment on pre-service teachers’ metacognitive strategies. The investigators employed a within-subject design with one dependent variable: the blended/flipped classroom or lecture-based instructional model and three independent: (1) various multimodal, multimedia tools, (2) metacognitive skills, and (3) self-efficacy. The participants were 116 pre-service teachers (undergraduate and graduate students) at a Mid-western university. The study results demonstrated that there were indeed statistically significant differences between students’ abilities regarding innovation, metacognition and use of multimodal, multimedia tools and that the differences were statistically significant in the blended flipped classroom model as opposed to the traditional model.

First Page

1088

Last Page

1097

Publication Title

Proceedings of EdMedia 2016--World Conference on Educational Media and Technology

ISBN

9781939797247

This document is currently not available here.

Share

COinS