Examining the Effects of Employing Various Multimedia Tools in a Flipped Classroom on Pre-Service Teachers’ Self Efficacy and Knowledge Application Abilities PROCEEDINGS
Aileen Watts, Mohamed Ibrahim, Arkansas Tech University, United States
EdMedia: World Conference on Educational Media and Technology, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of this study was to examine the effects of employing various multimedia tools in a flipped classroom on pre-service teachers’ self-efficacy and knowledge application abilities. The investigators employed a within-subject design with an independent variable: the flipped classroom or lecture-based instructional model and two dependent variables: (1) knowledge application of various multimedia tools and (2) students’ perception of self-efficacy. The study participants included 36 senior level elementary education majors from a medium-sized Mid-western university. The study results showed that there were indeed differences between students’ mean test scores and self-efficacy scores and that the differences were statistically significant in the flipped classroom model as compared to the traditional classroom model. The main conclusion that emerged from the researchers’ interpretation of the study’s findings and their conclusions regarding the relationships to the literatu
Watts, A. & Ibrahim, M. (2015). Examining the Effects of Employing Various Multimedia Tools in a Flipped Classroom on Pre-Service Teachers’ Self Efficacy and Knowledge Application Abilities. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 971-977). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
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