Integrating Flipped learning with Team-based learning in a Pre-service Teacher Education Course: Experiences and Outcomes
Jieun Lee, Chosun University, Korea (South) ; Curtis J. Bonk, Indiana University, United States
International Journal on E-Learning Volume 18, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The present study investigated student learning experience and collaborative learning outcomes when enrolled in a flipped classroom setting integrated with team-based learning in a pre-service teacher education program. In addition, it examined whether collaboration outcomes in such a setting are related to individual student learning as well as to their collective self-esteem and collaborative learning attitudes. This flipped course was taught to 30 students in a Korean university in the fall of 2014. The results indicated that the students invested more time in learning in the flipped class than in conventional pre-service teacher education classes. Second, it appeared that participants’ self-regulated learning ability increased after the 15-week flipped class. Finally, team achievement was related to students’ individual readiness for the flipped class, but not with students’ collective self-esteem and attitude toward collaborative learning. Keywords: flipped classroom; team-based learning; self-regulated learning; collaboration outcomes; collective self-esteem; collaborative learning attitude
Lee, J. & Bonk, C.J. (2019). Integrating Flipped learning with Team-based learning in a Pre-service Teacher Education Course: Experiences and Outcomes. International Journal on E-Learning, 18(1), 5-29. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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