Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649)
While the concept of new norm learning seems straightforward, putting it into practice can be challenging, especially when it comes to instruction. Likewise, designing learning for remote flipped classroom is not a straightforward task, within the votality, uncertainty, complexitiy and ambiguity wor...
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| Main Author: | |
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| Format: | Monograph |
| Language: | English |
| Published: |
UUM
2021
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| Subjects: | |
| Online Access: | https://repo.uum.edu.my/id/eprint/30199/1/14649.pdf https://repo.uum.edu.my/id/eprint/30199/ |
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| Summary: | While the concept of new norm learning seems straightforward, putting it into practice can be challenging, especially when it comes to instruction. Likewise, designing learning for remote flipped classroom is not a straightforward task, within the votality, uncertainty, complexitiy and ambiguity world within which our education is operationalised today. This paper reports the pre-service teachers’ perceptions of my strategies,as their instructor during flipped learning, obtained from a self-response survey and reflective ‘exit slip’ notes. The sample consisted of 135 students enrolling in their second year of teacher education program with five different specialisations, from a local university. In general, results suggest that 88.9% respondents agree that strategies designed by the instructor have the following attributes: (1) access to information and learning resources; (2) support and motivation (3) continuous participation and collaboration, (4) assess and provide feedback for students consistently and (5) impart critical reflection and construction of knowledge by actively engaged students in their learning. A t-test on gender differences suggests that mean for male’s perceptions is not statistically significantly (4.37± 0.39) different compared to female’s mean perceptions (4.53 ± 0.39), t(133)=-1. 462, p=0.741. To corroborate the findings, data from open-ended responses gathered via reflective notes (exit slips) were analysed.The findings suggest that despite the struggles I faced to cope with drastic demands of flipped learning, I was perceived as proactive in upskilling myself, particularly in TPACK competency. In light of these findings, the need for me to manifest lifelong learning in the VUCA environment along with other critical factors such as the institutional support are discussed. Drawing upon these findings, philosophical recommendations to infuse learning qualities in the instructor within the notion ‘teachers are true lifelong learners’ as to stay relevant in the dynamic of the new-norm-21st century education are also highlighted. |
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