How Do Preservice Teachers Respond to the Flipped Teaching Strategy in a Technology Course?

Document Type

Conference Proceeding

Publication Date

6-2015

Department

Teaching & Educational Leadership

Abstract

The purpose of this study was to investigate the effect of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with IV: the teaching method (flipped or lecture and two DV: learning outcome. and self-efficacy. The results showed that FB teaching strategy have positive effect on preservice teachers’ test scores, self-efficacy and the majority of students are in favor of its use in technology integration course. Furthermore, the majority of students who prefer the FB indicated few reasons for favoring this strategy such as it promotes collaboration and hands-on activities during the class time. Other students indicated that FB strategy had less lecture time, they can work at their own pace, they are able to interact more with the teacher and ask questions and that they do not have to sit and listen to an hour long lecture that “goes in one ear and out the other one”.

First Page

1223

Last Page

1232

Publication Title

Proceedings of EdMedia 2015--World Conference on Educational Media and Technology

Publisher

Association for the Advancement of Computing in Education (AACE)

ISBN

9781939797162

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