Investigating the Impact of Interactive Pre-Class Learning Videos on Pre-Service Teachers' Learning Performance in Flipped Classroom

Abstract

Flipped classroom is an instructional model in which basic subject matter knowledge is learned prior to in-class sessions, and active learning experiences happen in class. To address a gap in recent research regarding students' pre-class learning design and its effect in flipped classroom, an experimental study was conducted to investigate in a flipped classroom course, how pre-service teachers' pre-class learning effect differed according to different pre-class learning materials by using t-test. The control group completed their pre-class learning by viewing ordinary videos, while the treatment group completed their pre-class learning by viewing interactive videos designed based upon the Knowledge Integration theory. Both groups have the same instructor, classroom learning activities, and learning evaluation methods. This study found that the learning achievement, self-efficacy, the application of cognitive and the metacognitive skills of the learners in the treatment group were significantly higher than those in the control group. In addition, the interactive pre-class videos were generally well received by the learners in flipped classroom.