Abstract
The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia
Highlights
The theoretical framework of this study is adopted from Zainuddin et al.’s[25] “conceptual framework of self-directed learning in the EFL flipped class pedagogy” that we found to be closely related to the aim of the current study
Students’ responses to items related to information organization skills showed an increase in the mean scores from 3.10+0.35 to 4.50+0.24. This conclusion applies to the rest of the self-directed learning (SDL) skills (See Table 2 below). This result revealed that flipped learning (FL) pedagogy had a positive impact on developing the SDL skills of kindergarten pre-service teachers in the College of Education at King Faisal University (KFU)
The results indicated that FL pedagogy has a positive impact on students' SDL skills identified in this study, including planning, time management, critical thinking, research, information organization, and self-evaluation
Summary
Jiusto and Dibiasio [3] claimed that traditional teaching practices, which is a common approach in most of higher education institutions, may not efficiently stimulate students’ SDL. The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia the new generations have to be developed [5]. Amongst several efforts to meet these new learning and higher quality teaching standards, flipped learning (FL) pedagogy has emerged as an alternative model [6,7] that may promote the characteristics requisite for students to be successful lifelong learners [8]. FL is a pedagogical pattern where the homework elements and the typical lectures of a course are inverted It reverses traditional teaching methods, moving homework into the classroom and delivering instruction online outside of class [9]
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