How Do Preservice Teachers Respond to the Flipped Teaching Strategy in a Technology Course?
Mohamed Ibrahim, Aileen Watts, Arkansas Tech University, United States
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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”.
Ibrahim, M. & Watts, A. (2015). How Do Preservice Teachers Respond to the Flipped Teaching Strategy in a Technology Course?. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1223-1232). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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