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Flipping the Economics Class in a Teacher Education Course

Flipping the Economics Class in a Teacher Education Course This investigation explores student teachers’ perceptions of and performance using flipped classroom pedagogy (FCP) as a teaching approach in a teacher education course at an Open Distance eLearning university. An explanatory mixed methods design was used, and a pre- test and post-test online survey and Economics blog postings were employed to collect data for the study. Only postgraduate certificate of education and bachelor of education (B.Ed.: senior and further education and training phase) student teachers (n = 371) were purpo- sively selected. It is reported that the FCP group outperformed the direct instruction group in the final examination scores. The results confirmed earlier studies that the FCP method enhanced the performance and perceptions of Economics students in an online open dis- tance-learning environment in comparison with the direct instruction method. Further- more, FCP encouraged an engaging atmosphere and fostered a collaborative, interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the FCP design is crucial for promoting optimal learning experiences for student teachers. Several implications for using the FCP approach as a driver for an alternative assessment strategy at institutions of higher education, and for teacher education programmes in par- ticular, emerged. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Flipping the Economics Class in a Teacher Education Course

"Technology, Knowledge and Learning" , Volume OnlineFirst – Jul 28, 2018

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Nature B.V.
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-018-9377-9
Publisher site
See Article on Publisher Site

Abstract

This investigation explores student teachers’ perceptions of and performance using flipped classroom pedagogy (FCP) as a teaching approach in a teacher education course at an Open Distance eLearning university. An explanatory mixed methods design was used, and a pre- test and post-test online survey and Economics blog postings were employed to collect data for the study. Only postgraduate certificate of education and bachelor of education (B.Ed.: senior and further education and training phase) student teachers (n = 371) were purpo- sively selected. It is reported that the FCP group outperformed the direct instruction group in the final examination scores. The results confirmed earlier studies that the FCP method enhanced the performance and perceptions of Economics students in an online open dis- tance-learning environment in comparison with the direct instruction method. Further- more, FCP encouraged an engaging atmosphere and fostered a collaborative, interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the FCP design is crucial for promoting optimal learning experiences for student teachers. Several implications for using the FCP approach as a driver for an alternative assessment strategy at institutions of higher education, and for teacher education programmes in par- ticular, emerged.

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Jul 28, 2018

References