Abstract
This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students’ perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait’s Public Authority for Applied Education and Training (PAAET).
 
 This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students’ perceptions of flipped learning.
 
 Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that the approach had a unique set of affordances and constraints. Findings suggest that FL may be a promising approach to enhance student-teachers’ learning in educational technology courses. The study provides insight into opportunities for further studies.
Highlights
Learning is no longer a product transferred from lecturer to student (Steen-Utheim & Foldnes, 2017; Swapp, 2017), but rather, a process that involves concrete practices and methods to stimulate higher-level thinking, problem-solving skills, and self-regulation (Hattie & Donoghue, 2016; Lee & Lai, 2017)
The present study focuses on flipped learning (FL), rather than other active learning strategies that are used to overcome traditional teacher-centred approaches because it is constructivist-inspired and emphasises that learners construct or build their own understanding when engaging in in-class collaborative activities
The results revealed that most of the respondents were satisfied with the FL setting, with over 90% of the students ‘agreeing’ with six items in the feedback questionnaire: the videos and lessons were available on the e-learning portal before the FL activity (Item 1); the videos and lessons were relevant to the FL activity (Item 3); the activities during the FL session improved students’ understanding of key concepts in the lecture (Item 5); the lecturer was able to engage the students in the FL activity (Item 8); the lecturer was able to provide clarification for difficult concepts during the FL activity (Item 9), and the lecturer was able to expand on the online videos and Power Point presentations during the FL activity (Item 10)
Summary
Learning is no longer a product transferred from lecturer to student (Steen-Utheim & Foldnes, 2017; Swapp, 2017), but rather, a process that involves concrete practices and methods to stimulate higher-level thinking, problem-solving skills, and self-regulation (Hattie & Donoghue, 2016; Lee & Lai, 2017). These skills are considered essential for lasting success as learners enter the workforce (Rateau, Kaufman, & Cletzer, 2015). Students registered in the course come from different departments within the College, they all share similar demographics
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
