Factors affecting students' perception of flipped learning over time in a teacher training program

Area of Science:

• Educational Psychology
• Teacher Training Methodologies
• Active Learning Strategies

Background:

• Flipped learning is an active teaching methodology where students engage with material before class.
• Teacher training programs can benefit from incorporating flipped learning to expose future educators to this approach.
• Understanding student perceptions of flipped learning is crucial for its effective implementation and improvement.

Purpose of the Study:

• To analyze how student perceptions of flipped learning evolve over an eight-year period.
• To investigate the relationship between instructor experience and student perceptions of flipped learning.
• To identify factors influencing student perceptions of the flipped classroom approach in teacher training.

Main Methods:

• A longitudinal study analyzing student perceptions over eight academic years (2015-2023).
• Survey data collected from 338 future teachers who experienced flipped learning as students.
• Analysis of perceptions related to flipped learning, teaching performance, and instructor role.

Main Results:

• Future teachers generally hold positive views on flipped learning, irrespective of gender.
• Perceptions of flipped learning, teaching performance, and course development improved in the last five years.
• Higher student grades correlated with more positive opinions of the flipped learning model; instructor experience positively influenced perceptions.

Conclusions:

• Instructor teaching experience is a critical factor in successful flipped learning implementation.
• Student perceptions of flipped learning are influenced by instructor experience and course factors.
• Flipped learning holds significant potential for teacher training when effectively implemented.