Perspectives on a flipped 'English language teaching methods course' and the association of satisfaction with digital learner characteristics

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dc.contributor.authorKorucu-Kis, Saadet
dc.date.accessioned2024-02-23T14:17:17Z
dc.date.available2024-02-23T14:17:17Z
dc.date.issued2022
dc.departmentNEÜen_US
dc.description.abstractFlipped learning is a pedagogical approach, which suggests the allocation of class time for knowledge application activities and the learning of basic knowledge via lecture videos or assigned readings outside of class. Based on these premises, it may emerge as a strategic fit for practice-based courses in initial teacher education programmes. With this in mind, the present study aimed to explore student teachers' (N = 55) perceived experiences of learning in a flipped English language teaching methods course. Further, it examined the possible relationships between satisfaction with flipped learning and digital learner characteristics. Data were collected from written self-reports and surveys. The results revealed that flipped classrooms (a) allowed student teachers to get prepared for their future career through active learning experiences, (b) provided self-paced and differentiated learning opportunities that helped them process course content deeper and (c) encouraged them to develop a sense of ownership over their learning. However, having difficulties in transitioning into active learning due to increased workload, technical problems, and lack of instant help for clarification during pre-class work were mentioned as challenges of this approach. Based on correlation and regression analyses, there is a significant relationship between satisfaction with flipped learning and digital learner characteristics.en_US
dc.identifier.doi10.1080/02607476.2021.2005452
dc.identifier.endpage377en_US
dc.identifier.issn0260-7476
dc.identifier.issn1360-0540
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85119696591en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage364en_US
dc.identifier.urihttps://doi.org/10.1080/02607476.2021.2005452
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13033
dc.identifier.volume48en_US
dc.identifier.wosWOS:000721225900001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal Of Education For Teachingen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectFlipped Learningen_US
dc.subjectElt Programmesen_US
dc.subjectSatisfactionen_US
dc.subjectDigital Learner Characteristicsen_US
dc.subjectMethods Coursesen_US
dc.titlePerspectives on a flipped 'English language teaching methods course' and the association of satisfaction with digital learner characteristicsen_US
dc.typeArticleen_US

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