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Transforming Pre-Service Teachers’ Metacognitive Planning and Self-efficacy in a Flipped Classroom Environment
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, , Arkansas Tech University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to investigate preservice teachers’ metacognitive planning and self-efficacy skills in flipped classroom setting. The investigators employed mixed with 80 pre-service teachers at a Midwestern university, (65 undergraduates, and 15 graduates). The results revealed significant and positive correlation between students’ metacognitive planning and self-efficacy. Students’ reflection indicated that it is essential for students to review the learning materials before the class time and collaborate with classmates on the classwork to capitalize on the flipped classroom setting. Students also indicated that the use of metacognitive skills questionnaire to make them aware of their own learning techniques influenced directly their own knowledge in meaningful and measurable ways, or as a student said” Through my metacognitive tests and reflections I have learned many ways for me to enhance my learning and I do a plethora of things now that I have never done before”.

Citation

Ibrahim, M. & Watts, A. (2016). Transforming Pre-Service Teachers’ Metacognitive Planning and Self-efficacy in a Flipped Classroom Environment. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1433-1444). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 24, 2019 from .

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