An investigation of secondary school teachers’ flipped classroom readiness

Abstract

In the descriptive study reported on here we used A Scale for Flipped Classroom Readiness of Secondary School Learners developed by Hao and adapted by Durak to evaluate teachers’ readiness. The scale was administered to 233 teachers working at 5 randomly selected secondary schools in the city of Elazig, Turkey. Five key aspects of their readiness to conduct flipped classroom education were investigated: “self-efficacy in controlling learners, technological self-efficacy, self-efficacy for planning classroom time, readiness for preparatory work and being open-minded.” In general, overall readiness was found to be positive for young teachers who had recently joined the profession. Teachers who owned computers and perceived themselves as being competent users of information and communications technology were more likely to have favourable opinions of their ability to implement flipped classroom pedagogy.

Gender Differences in Perceived Sources of Stress: A Cross Sectional Survey of Public Secondary School Teachers in Ebonyi State, Nigeria

“…The findings of the study seemed to corroborate those of previous studies which reported no significant differences in the stress levels of their male and female subjects (Abouserie, 2016;Faduyile & Orunbon, 2023;Ofoegbu & Nwadiani, 2006;Tumkaya. 2006) but went different direction from those that reported males experiencing higher levels of stress than their female colleagues (Van Zyl & Pietersen, 2009;Blix et al, 2004;Nwimo & Onwunaka, 2015). The differences in the findings of the earlier studies may have been accounted for by differences in location of the studies and the welfare packages by the administrators of the different school systems.…”

A descriptive analysis of digital game-based foreign language education

“…DGBLL has been explored concerning various aspects of language acquisition. While some studies have presented conflicting results (Kazu & Kurtoğlu, 2022;Lucht & Heidig, 2013;Jalali & Dousti, 2012), further research has focused on the effectiveness of DGBLL in vocabulary acquisition (Ebrahimzadeh, 2017;Jensen, 2017), grammar learning (Cornillie et al, 2017;Mehrpour & Ghayour, 2017), writing (Allen et al, 2014), and speaking skills (Hwang et al, 2016).…”

Business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms

“…Aidoo et al (2022) advised teachers to teach learners to take responsibility for their own learning before engaging in flipped learning. Kazu and Kurtoglu (2022) also mentioned that teachers should encourage learners' self-directed learning and help them become more responsible for their own learning. This would not only help learners to learn while completing learning activities independently, but also ensure the success of the in-class activities.…”

“…This is because the teachers design the learning materials that learners complete outside the classroom and they facilitate the learning activities inside the classroom. Kazu and Kurtoglu (2022) noted that teachers set up the context, map out knowledge, and create a conducive learning environment in which learners can explore knowledge. This view suggests that during flipped learning, teachers are responsible for establishing an atmosphere that enables learners to further deepen their knowledge outside the classroom.…”