Impact of flipped learning approaches and its use with a group of students participating in Initial Teacher Education programmes

Seed, Mark (2024) Impact of flipped learning approaches and its use with a group of students participating in Initial Teacher Education programmes. In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Abstract

Flipped learning (FL) is a technique employed by colleges and universities to help develop students’ conceptual understanding prior to in-session learning, allowing for deeper learning during the tutor-facing portion. Recent studies (Chin and Kozimor-King, 2018) have suggested that between 25-52% of students choose not to read assigned texts before learning sessions, only 30% of students feel that they ‘should be’ required to read assigned materials, and that 78-82% of students reported not reading or sparsely reading recommended texts that they had purchased for a course. Due to this low level of engagement and apparent motivation, significant problems in relation to the large variation in levels of preparedness of students in the seminar room are manifested. In this study, the motivation of students to take part (or not as the case may be) in FL activities is explored in relation to students undertaking Initial Teacher Education (ITE) programmes at Master’s level. The modes of FL activities are investigated (such as use of video, and a range of written materials) as well as other factors that may have influenced the student experience. This reflective enquiry focuses on a group of 40 students across both campus and distance learning programmes. A qualitative and quantitative analysis of feedback from the respondents has highlighted a range of issues that have implications for teacher practise. The results of the study support evidence for a student preference for abbreviated reading materials as well as the use of video materials (Lee and Choi, 2019). There also appears to be a strong correlation between engagement in FL and the expectation of presentation or a product of the students’ FL to be used within the insession portion of the learning, which is supported by other studies linked to the use of quizzes and other extrinsically motivational devices (Huang, Hew and Lo, 2019). There is also a strong indication that the busy schedule of work during an intensive course such as short, 1-year teacher education courses reduces the motivation to engage with FL. Other motivational factors are also exposed during the study. Finally, a discussion of FL from the perspective of motivation (Gilbert, 2013) and cognitive load theory (Lovell and Sweller, 2020) along with suggested practical implications for future practise are also put forth.

Key References:
Chin, J. and Kozimor-King, M.L. (2018) Learning from Each Other : Refining the Practice of Teaching in Higher Education. Berkeley, CA: University of California Press.
Gilbert, I. (2013) Essential motivation in the classroom. 2nd ed. Milton Park, Abingdon, Oxon: Routledge.
Huang, B., Hew, K.F. and Lo, C.K. (2019) ‘Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement’, Interactive learning environments, 27(8), pp. 1106–1126.
Lee, J. and Choi, H. (2019) ‘Rethinking the flipped learning pre-class: Its influence on the success of flipped learning and related factors’, British journal of educational technology, 50(2), pp. 934–945.
Lovell, O. and Sweller, J. (2020) Sweller’s cognitive load theory in action. Melton: John Catt Educational, Limited.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Initial Teacher Education
Additional Information:	Presentation 55 at this conference.
Depositing User:	Anna Lupton
Date Deposited:	18 Jun 2024 16:10
Last Modified:	18 Jun 2024 16:15
URI:	https://insight.cumbria.ac.uk/id/eprint/7742

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