How do trainee teachers engage with a flipped learning approach?

HERON, Marion and THOMPSON, Helen (2019). How do trainee teachers engage with a flipped learning approach? Journal of Digital Learning in Teacher Education, 1-15.

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Official URL: https://www.tandfonline.com/doi/full/10.1080/21532...
Link to published version:: https://doi.org/10.1080/21532974.2019.1568326
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    Abstract

    To date, research on student engagement in a flipped learning approach has almost entirely focused on students’ emotional engagement. This study further explores students’ engagement through the additional constructs of behavioral and cognitive engagement in a UK pre-service teacher education context. Data were gathered from learning analytics, focus group interviews and tutor diaries. Results revealed that whilst students held positive attitudes towards the in-class activities, their behavioral and cognitive engagement was evidenced by a variety of strategic uses of the online learning resources and a limited awareness of the constructivist principles on which a flipped learning approach is based. The study supports the need for a systematic induction period and explicit discussions on the learning principles of flipped learning.

    Item Type: Article
    Additional Information: ** From Crossref via Jisc Publications Router **Journal IDs: pissn 2153-2974; eissn 2332-7383 **History: published 11-02-2019
    Identification Number: https://doi.org/10.1080/21532974.2019.1568326
    Page Range: 1-15
    SWORD Depositor: Louise Beirne
    Depositing User: Louise Beirne
    Date Deposited: 21 Feb 2019 14:05
    Last Modified: 20 Jun 2020 01:18
    URI: http://shura.shu.ac.uk/id/eprint/24072

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