Understanding the experiences of teacher candidates related to online flipped learning in relation to Community of Inquiry framework.
Background: There is a scarcity of studies on online flipped learning in teacher education classes. Many studies have found that student learning is improved in flipped learning environments; however, this is still an open question. Much of the literature employs quantitative methods to reveal the e...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 2; pp. 338 - 350 |
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| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155518130&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155518130 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2022 vid: 38 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 155518130 152616421 155518130 155518130 10.1111/jcal.12609 155518130 ppf: 338 ppct: 12 formats: tig: atl: Understanding the experiences of teacher candidates related to online flipped learning in relation to Community of Inquiry framework. aug: sug: subj: Faculty Attitudes Turkiye Learning Methods Online Education Academic Achievement Human Case Studies Scales Open-Ended Questionnaires Turkiye Descriptive Statistics Data Analysis Software ab: Background: There is a scarcity of studies on online flipped learning in teacher education classes. Many studies have found that student learning is improved in flipped learning environments; however, this is still an open question. Much of the literature employs quantitative methods to reveal the effect of flipped learning on certain variables such as engagement, performance, and so on, but there have been few studies that investigate the Community of Inquiry variables perceived by learners in flipped learning environments. Objectives: This study investigated the levels of teaching, social, and cognitive presence of teacher candidates in an online flipped learning community, whether these variables were related to academic achievement, and teacher candidates' experiences with the online flipped learning approach. Methods: A case study research design was used in this study. Without any face‐to‐face meetings, the course was delivered using an online flipped learning approach. While quantitative data were collected from 34 teacher candidates, 16 teacher candidates participated in the qualitative part of the study. Focus group interviews, an open‐ended questionnaire, a Community of Inquiry Scale, and teacher candidates' course grades were used to collect data. Both descriptive and content analysis were used to analyze the data. Results and Conclusions: In the current study, effective online flipped learning design fostered teaching presence, with perceived teaching presence having the highest mean and perceived social presence having the lowest. Course videos prepared by the instructor, as well as synchronous activities such as peer presentations, questions, and video discussion, all contributed to cognitive presence through the practice of theoretical knowledge. Although none of the variables in the community of inquiry were related to academic achievement, computer‐based games like Kahoot contribute to a positive online flipped learning community. Many benefits of online flipped learning have been stated, including providing active, flexible, autonomous, and interactive instruction through the use of technology, creating a fun learning environment, and increasing perceived learning and interaction with the instructor. Lay Description: What is already known about this topic: The contribution of flipped learning to achievement is still an issue open to discussion.There are limited studies investigating the Community of Inquiry variables perceived by learners in flipped learning environments.Instructors need effective flipped learning designs, especially for teacher candidates as teachers teach the way they have been taught.Face‐to‐face learning activities are the driving force behind effective flipped learning which is replaced by synchronous meetings in online flipped learning. What this paper adds: This study adds to limited research related to the online flipped learning model in teacher training learning environments.This study uses both quantitative and qualitative methods to investigate how teacher candidates perceive Community of Inquiry variables (teaching presence, social presence, and cognitive presence) in the online flipped learning environment.This study designs an effective online flipped learning course with online plays and synchronous activities.This study reveals the experiences of teacher candidates in terms of activities, their contribution to learning, communication, and community of inquiry perceptions. Implications for practice and/or policy: Effective online flipped learning designs foster teacher presence.Synchronous activities should include peer presentations, questions, or jigsaw activities to increase social and cognitive presence.Course videos prepared by the instructor contribute to cognitive presence through the practice of theoretical knowledge in synchronous meetings.Computer‐based plays such as Kahoot contribute to a positive online flipped learning community. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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