Abstract
The present study aimed to investigate the satisfaction of pre-service teachers with the completely online course instructed with the flipped classroom model. The study was conducted with the explanatory sequential mixed design. The participants included 117 pre-service teachers. Data were collected during the 2020-2021 academic year fall semester with the Online Course Satisfaction Scale and face-to-face interviews. The study findings demonstrated that the pre-service teachers were satisfied with the online course. The satisfaction level of female participants was higher, and the differences were not significant based on the student department. On the other hand, the participants stated that there were systemic and instructor-oriented problems. Furthermore, it was determined that ease of use was an important factor in predicting satisfaction. Ease of use varied based on PC ownership, but not based on tablet ownership. Satisfaction did not differ based on both PC and tablet ownership. It was found that the flipped classroom model exhibited interactional challenges. However, the model had advantages due to its structure that allowed flexibility. It could be suggested that the findings of the present study would contribute to future studies that would address flipped classroom method and satisfaction with online courses.
Highlights
History is full of important events that changed the world
This is followed by the findings on the effect of the ease of use, Personal Computer (PC) and tablet ownership on satisfaction
It was concluded that there were problems associated with the system and instruction staff
Summary
History is full of important events that changed the world. The Covid-19 pandemic that started in 2019 is one of these historic events. The epidemic that started in the last months of 2019 in China was recognized as a pandemic by the World Health Organization (WHO, 2021). Similar practices were adopted in Turkey, and the Council of Higher Education decided on 03.26.2020 that 2020 spring semester would be instructed completely with distance education (YÖK, 2020). Following this decision, except the applied and science courses, distance education was adopted in most programs. The Council of Higher Education suggested that education could be conducted with distance education. One month after this announcement, it was announced that the interactive distance education model was adopted for this process (Pamukkale University, 2020b).
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