Learning analytics and flipped learning in online teaching for supporting preservice teachers’ learning of quantitative research methods

Abstract

Research methods, including those of a quantitative nature, are an important part of preservice teacher training in Finland. However, quantitative research methods are considered challenging, often feared, and even hated among preservice teachers. This may be due to previous negative experiences and emotions associated with their use, which also influence other aspects of learning such as self-regulation, self-efficacy, and orientations. Given such circumstances, new ways to teach and support the learning of quantitative methods are needed. Here, we investigate the self-regulation, self-efficacy, orientations, and emotions of preservice teachers (N = 38) enrolled in a quantitative methods online course incorporating learning analytics and a flipped learning approach. Dispositional learning analytics data from five measurement points were used, and data were analyzed via descriptive statistics, internal consistency (Cronbach alpha), bootstrapped paired sample t-test (between first and final measurement point), and profiles based on mean. The results demonstrate that in this teaching context, preservice teachers’ time management skills can be improved, and task avoidance, anxiety, and boredom towards quantitative methods decreased. The meaning of these results from the teaching context perspective are also examined, as are the limitations and implications of this study.

The Effect of Blended Learning and Flipped Classroom Approaches for a Research Method Course on Undergraduate Students in Preschool Education in China

“…However, students often consider the research methods course as one of the most difficult courses in their academic career (Morris et al, 2020). The research methods course is also one of the most hated and feared courses for preservice teachers (Sointu et al, 2022). Because of the complexity and technical nature of the course materials, the research method course is often unpopular with students (Ball & Pelco, 2006).…”