Korean Pre-service Teachers' Flipped Learning Experiences in a Teacher Education Program
This study explores Korean pre-service teachers' perceptions, attitudes, and satisfaction with flipped learning courses in a teacher education pro.
- Pub. date: November 15, 2022
- Pages: 711-717
- 194 Downloads
- 311 Views
- 2 Citations
This study explores Korean pre-service teachers' perceptions, attitudes, and satisfaction with flipped learning courses in a teacher education program. A mixed research method was used to collect the end-of-semester survey (n=62) and individual interview data (n=4). Guided by the four pillars of flipped learning (FL), study results are followed. First, Korean pre-service teachers believed that flipped learning format provided a flexible learning environment where pre-service teachers (PSTs) learn course materials in their own space. This result indicated that their learning happened without the limits of time and space. Second, pre-service teachers showed that their self-directed learning could be enhanced while watching pre-recorded videos before attending the class. Most PSTs agreed that their self-directed learning could be enhanced after participating in the flipped learning courses. Third, pre-service teachers evaluated that the FL course instructor was a professional educator who conveyed the intentional content effectively. Fourth, pre-service teachers were generally satisfied with the FL courses and were willing to take the FL courses again in the future.
Keywords: Flipped learning, higher education, pre-service teachers, self-directed learning, teacher education.
References
Adedoja, G. (2016). Pre-service teachers' challenges and attitude toward the flipped classroom. African Educational Research Journal, 4(1), 13-18.
Almodaires, A. A., Alayyar, G. M., Almsaud, T. O., & Almutairi, F. M. (2019). The effectiveness of flipped learning: A quasi-experimental study of the perceptions of Kuwaiti pre-service teachers. International Education Studies, 12(1), 10-23. https://doi.org/10.5539/ies.v12n1p10
Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775-797. https://doi.org/10.17263/jlls.759300
Bergmann, J., & Sams, A. (2009). Remixing chemistry class: Two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities. Learning & Leading with Technology, 36(4), 22-27.
Brewer, R., & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34(4), 409-416. https://doi.org/10.1111/jcal.12250
Ceylaner, S. G., & Karakus, F. (2018). Effects of the flipped classroom model on students' self-directed learning readiness and attitudes towards the English course. English Language Teaching, 11(9), 129-143.
Clarke, V., & Braun, V. (2018). Using thematic analysis in counselling and psychotherapy research: A critical reflection. Counseling and Psychotherapy Research, 18(2), 107-110. https://doi.org/10.1002/capr.12165
Collado-Valero, J., Rodríguez-Infante, G., Romero-González, M., Gamboa-Ternero, S., Navarro-Soria, I., & Lavigne-Cerván, R. (2021). Flipped classroom: Active methodology for sustainable learning in higher education during social distancing due to COVID-19. Sustainability, 13(10), Article 5336. https://doi.org/10.3390/su13105336
Flipped Learning Network. (2014). The four pillars of FLIP. https://bit.ly/3fswaEH
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
Han, H., & Røkenes, F. M. (2020). Flipped classroom in teacher education: A scoping review. Frontiers, 5, 1-20. https://doi.org/10.3389/feduc.2020.601593
Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33, Article 33. https://doi.org/10.1016/j.edurev.2021.100393
Inan, N. K., Balakrishnan, K., & Refeque, M. (2019). Flipping perceptions, engagements and realities: A case study. Turkish Online Journal of Distance Education, 20(1), 208-222. https://doi.org/10.17718/tojde.522717
Jeong, J. S., Cañada-Cañada, F., & González-Gómez, D. (2018). The study of flipped-classroom for pre-service science teachers. Education Sciences, 8(4), Article 163. https://doi.org/10.3390/educsci8040163
Khan, M. S. H., & Abdou, B. O. (2021). Flipped classroom: How higher education institutions (HEIs) of Bangladesh could move forward during COVID-19 pandemic. Social Sciences & Humanities Open, 4(1), 1-8. https://doi.org/10.1016/j.ssaho.2021.100187
Lee, Y., Davis, R., & Li, Y. (2022). Implementing synchronous online flipped learning for pre-service teachers during COVID-19. European Journal of Educational Research, 11(2), 653-661. https://doi.org/10.12973/eu-jer.11.2.653
Martínez-Jiménez, R., & Ruiz-Jiménez, M. C. (2020). Improving students' satisfaction and learning performance using flipped classroom. The International Journal of Management Education, 18(3), Article 100422. https://doi.org/10.1016/j.ijme.2020.100422
McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia. Computers in the Schools, 33(1), 24-37. https://doi.org/10.1080/07380569.2016.1137734
Ozudogru, M., & Aksu, M. (2020). Pre-service teachers' achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes. Australasian Journal of Educational Technology, 36(4), 27-43. https://doi.org/10.14742/ajet.5115
Wang, K., & Zhu, C. (2019). MOOC-based flipped learning in higher education: Students' participation, experience and learning performance. International Journal of Educational Technology in Higher Education, 16, Article 33. https://doi.org/10.1186/s41239-019-0163-0
Youhasan, P., Chen, Y., Lyndon, M., & Henning, M. A. (2021). Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: A systematic review. BMC Nursing, 20, Article 33. https://doi.org/10.1186/s12912-021-00555-w