Abstract
To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.
Highlights
According to national teacher certification requirements, teachers need to master digital technology and be able to use it in classroom teaching [1]
This study explored the impact of the flipped classroom strategy on the students’
For the learning satisfaction, learning motivation, and self-efficacy, there is no severe deviation from normality; the skewness is −0.370, 0.754, and 0.273, and the kurtosis is 1.648, 0.069, and −0.258, respectively
Summary
According to national teacher certification requirements, teachers need to master digital technology and be able to use it in classroom teaching [1]. Many educational technology policies focus on developing teacher education, so that technology can be effectively integrated into pre-service teacher education [2,3]. The modern education technology (MET) course is a compulsory course for all pre-service teacher students in China and to develop the knowledge and skills of technology integration for teachers and students in the classrooms. “teacher-demonstrating while student-practicing” and instillation teaching is still the regular phenomenon in the MET classroom [4]. This model cannot stimulate students’ interest and subjective initiative in learning and has little benefit on students’ learning effect [5]. It is inevitable to adopt innovative teaching methods to convert traditional teaching methods into digital presentations [6]
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