The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia

Alnasib, Badiah N. M.; Ali, Asma M.

doi:10.13189/ujer.2020.081128

Cited by 3 publications

(4 citation statements)

References 39 publications

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“…This gives them self-confidence and develops in them a positive attitude towards teaching. Additionally, the findings corroborate that of Badiah and Asma (2020) who asserted that amongst the several efforts needed to meet the new learning and high equality teaching standards today, flipped learning pedagogy has emerged as an alternative model that will promote the characteristics requisite for students to be successful lifelong learners.…”

Section: Self-directed Learning and Student-teachers Professional Dev...supporting

confidence: 79%

“…Flipped learning (FL), is also referred to as flipped curriculum approach, inverted classroom, inverted learning, reversed classroom (Badiah & Asma, 2020;Ghazizadeh et al, 2022) or the flip (Arnold-Garza, 2014). It is a pedagogical approach in which teachers invert conventional activities associated with lectures versus home assignments, whereby learners are provided with lecture content available on the internet or pre-conceived by the teachers, usually in the form of videos or audios to be watched or listened to at home and dealt with in advance before attending class where they participate in group activities or the teacher answers their questions (Yang, 2017;Aboraya & Elkot, 2020).…”

Section: Flipped Learningmentioning

confidence: 99%

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Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Isidor,

Kibinkiri

2023

JETM

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Aim: This study examined blended learning and the professional development of student-teachers in the two English-speaking regions of Cameroon, within the context of the socio-political crisis and the COVID-19 pandemic. Methods: The argument for this study anchored on Vygotsky’s Social Constructivism Theory, Tchombe’s Mediated Mutual Reciprocity Theory, Harasim’s Online Collaborative Learning Theory, Garrison’s Self-directed Learning Model, and Pavlov’s Classical Conditioning Theory. A cross-sectional survey research design, with a quantitative approach for data collection was used. A sample of 288 student-teachers, derived using two probability (proportionate stratified and simple random) sampling techniques and one non-probability (purposive) sampling technique, participated in this study. A 39-item self-designed structured blended learning questionnaire for student teachers was used to collect data. The data obtained were analyzed using both descriptive and inferential statistics. The Principal Component Analysis and Ordinary Least Squares Regression Model were used to test the specific null hypotheses. Results: Findings showed that, teacher-directed learning has a positive but insignificant influence on student-teachers’ professional development (Coef. .0009534; P>t=0.988), distance learning has a negative but significant influence on student-teachers’ professional development (Coef. -.1169*; P>t=0.072), self-directed learning (Coef. .1985***; P>t=0.002 and flipped learning (Coef. .23711***; P>t=0.000) both have a positive and significant influence on student-teachers’ professional development. Conclusion: The study conclude that blended learning has a significant influence on the professional development of student teachers in the English-speaking regions of Cameroon. Recommendation: The study recommend that the blended learning strategy with relevant objectives and content be provided in the training of student-teachers, as well as the training of teacher-trainers on the didactics of the blended learning model integrating information and communication technologies.

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Section: Self-directed Learning and Student-teachers Professional Dev...supporting

confidence: 79%

Section: Flipped Learningmentioning

confidence: 99%

Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Isidor,

Kibinkiri

2023

JETM

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“…The effectiveness of the FC on the development of student teachers' self-directed learning skills confirmed its positive impact too [56]. Such findings support the new direction in the Kingdom that encourages teacher educators to integrate non-traditional teaching strategies into their current practice in order to promote students' self-directed and independent learning [56].…”

Section: Introductionsupporting

confidence: 57%

“…Thus, the study recommended that students be prepared to utilize the FC and be provided with adequate e-learning tools in addition to considering the students' study load and providing them with meaningful in-class activities [59]. The effectiveness of the FC on the development of student teachers' self-directed learning skills confirmed its positive impact too [56]. Such findings support the new direction in the Kingdom that encourages teacher educators to integrate non-traditional teaching strategies into their current practice in order to promote students' self-directed and independent learning [56].…”

Section: Introductionmentioning

confidence: 91%

Transitioning to Flipped Classrooms: Instructors’ Perspectives

et al. 2022

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With higher education moving more towards online education and wider adoption of more flexible models of teaching, especially during and after COVID-19, faculty members at a small private university in the Kingdom of Saudi Arabia made their first attempts at flipping. Given the lack of studies that examined the transitional period that instructors go through in their initial attempts to flip, this study explored the perceptions of instructors making the transition, where traditional teacher-centered approaches to teaching have prevailed. Their insights can be detrimental to its successful delivery and continued use. To achieve its objective, this research paper investigated the initial perceptions of the requirements of flipping from thirty-seven female faculty members across six different colleges. This study employed a qualitative synthesis of quantitative and qualitative data elicited from interviews, surveys, and self-reflection reports, concluding that instructors transitioning into flipping cannot rely solely on their intuitive beliefs but need extensive training and guidance. The findings will inform instructors and institutions making the transition and will guide educators preparing for flipped classroom training workshops.

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Effectiveness of blended teaching in preservice teacher education: A meta-analysis

Zhang

Chutiyami³

et al. 2023

Distance Education

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The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia

Cited by 3 publications

References 39 publications

Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Transitioning to Flipped Classrooms: Instructors’ Perspectives

Effectiveness of blended teaching in preservice teacher education: A meta-analysis

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