You are here:

Students' Learning Outcomes and Self-efficacy Perception in a Flipped Classroom
PROCEEDINGS

, , Arkansas Tech University, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent variable: the teaching method (flipped-based (FB) or lecture-based (LB) and two dependent variables: (1) learning outcome (2) students’ perception of self-efficacy to integrate technology in teaching. The results showed that there were differences between students’ mean test scores and the differences were statistically significant (higher in FB). The results also showed that students’ self-efficacy mean scores were higher after using FB compared to LB and the differences were statistically significant. Finally, preservice teachers favor the use of FB strategy in technology integration course compared to the LB (452 in favor vs. 104 not in favor), (62.90% in favor vs.14.50% not in favor).

Citation

Ibrahim, M. & Callaway, R. (2014). Students' Learning Outcomes and Self-efficacy Perception in a Flipped Classroom. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 899-908). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .

View References & Citations Map

References

  1. Attneave, F. (1954). Some informational aspects of visual perception. Psychological review, 61(3), 183-193.
  2. Baddeley. (1986). Working memory. Oxford; New York: Clarendon Press; Oxford University Press. Baddeley, & Logie. (1999). Working memory: The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: mechanisms of active maintenance and executive control. New York: Cambridge University Press.
  3. Baggett, P. (1984). Role of temporal overlap of visual and auditory material informing dual media associations. Journal of Educational Psychology, 76(3), 408-417.
  4. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman.
  5. Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164-180.
  6. Bishop, J., & Verleger, M. (2013). The Flipped Classroom: A Survey of the Research. Paper presented at the 120th ASEE Annual Conference& Exposition, Atlanta.
  7. Compeau, D.R.H.C.A. (1995). "Computer Self-Efficacy: Development of a Measure and Initial Test". MIS quarterly: management information systems., 19(2), 189.
  8. Demetry, C. (2010). Work in Progress-An Innovation Merging "Classroom Flip" and Team-Based Learning. Paper presented at the the 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC.
  9. Frydenberg, M. (2013). Flipping Excel. Information Systems Education Journal, 11(1), 63-73.
  10. Gibbons Jf, K.W.R.D.K.S. (1977). Tutored videotape instruction: a new use of electronics media in education. Science (New York, N.Y.), 195(4283), 1139-1146.
  11. Goodwin, B., & Miller, K. (2013). Research Says / Evidence on Flipped Classrooms in Still coming In. Technology Rich Learning, 70(6), 78-80.
  12. Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London; New York: Routledge.
  13. Houston, M.L.L. (2012). Humanizing the Classroom by Flipping the Homework versus Lecture Equation.
  14. Jacobson, H. (1950). The informational capacity of the human ear. Science (New York, N.Y.), 112(2901), 143144.
  15. Jacobson, H. (1951). The informational capacity of the human eye. Science (New York, N.Y.), 113(2933), 292293.
  16. Lage, M.J.P.G.J.T.M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. Journal of Economic Education, 31(1), 30-43.
  17. Lowe, R.K. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14(2), 225-244.
  18. Mayer. (1996). Learning Strategies for Making Sense out of Expository Text: The SOI Model for Guiding Three Cognitive Processes in Knowledge Construction. Educational psychology review., 8(4), 357.
  19. Mayer. (2001). Multimedia learning. Cambridge; New York: Cambridge University Press.
  20. Mayer. (2002). The promise of educational psychology: Learning in the content areas. Upper Saddle River, N.J.: Merrill.
  21. Mayer. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125.
  22. Mayer. (2005). The Cambridge handbook of multimedia learning. Cambridge, U.K.; New York: Cambridge University Press. Mayer, & Moreno. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87-100.
  23. Pajares, F.U.T.C. (2006). Self-efficacy beliefs of adolescents. From http://site.ebrary.com/id/10429529
  24. Roblyer, M.D., & Doering, A.H. (2012). Integrating Educational Technology into Teaching+ Myeducationlab With Pearson Etext: Allyn & Bacon.
  25. Sadaghiani, H.R. (2012). Online Prelectures: An Alternative to Textbook Reading Assignments. Physics Teacher, 50(5), 301-303.
  26. Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76(4), 647658.
  27. Schwerdt, G.W.A.C. (2009). Is traditional teaching really all that bad? a within-student between-subject approach. Munich: CESifo.
  28. Shepard, R.N. (1967). Recognition memory for words, sentences, and pictures. Journal of Verbal Learning and Verbal Behavior, 6(1), 156-163.
  29. Sparks, R. (2013). Flipping the Classroom: An Empirical Study Examining Student Learning. Learning in Higher Education, 9(2), 65-70.
  30. Staples, D.S.H.J.S.H.C.A. (1999). A Self-Efficacy Theory Explanation for the Management of Remote Workers in Virtual Organizations. Organization Science Organization Science, 10(6), 758-776.
  31. Strayer, J.F. (2007). The effects of the classroom flip on the learning environment a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. From http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189523914 Walker, J.D.C.S.B.N. (2011). Vodcasts and Captures: Using Multimedia to Improve Student Learning in Introductory Biology. Journal of Educational Multimedia and Hypermedia, 20(1), 97-111.
  32. Wetzel, C., Radtke, P., & Stern, H. (1994). Instructional Effectiveness of Video Media: Lawrence Erlbaum Associates.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides