Cover Image

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...

Full description

Saved in:
Bibliographic Details
Main Author: Kushairi, Norliza
Format: Monograph
Language:English
Published: UUM 2021
Subjects:
L Education (General)
Online Access:https://repo.uum.edu.my/id/eprint/30199/1/14649.pdf
https://repo.uum.edu.my/id/eprint/30199/
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.uum.repo.30199
record_format eprints
spelling my.uum.repo.301992023-12-27T10:23:56Z https://repo.uum.edu.my/id/eprint/30199/ Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649) Kushairi, Norliza L Education (General) 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. UUM 2021 Monograph NonPeerReviewed application/pdf en https://repo.uum.edu.my/id/eprint/30199/1/14649.pdf Kushairi, Norliza (2021) Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649). Technical Report. UUM. (Submitted)
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutional Repository
url_provider http://repo.uum.edu.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Kushairi, Norliza
Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649)
description 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.
format Monograph
author Kushairi, Norliza
author_facet Kushairi, Norliza
author_sort Kushairi, Norliza
title Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649)
title_short Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649)
title_full Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649)
title_fullStr Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649)
title_full_unstemmed Exploring Pre-Service Teachers’ Responses Towards Instructor’s Strategies and Approaches in Flipped Learning (S/O 14649)
title_sort exploring pre-service teachers’ responses towards instructor’s strategies and approaches in flipped learning (s/o 14649)
publisher UUM
publishDate 2021
url https://repo.uum.edu.my/id/eprint/30199/1/14649.pdf
https://repo.uum.edu.my/id/eprint/30199/
_version_ 1787138915891675136
score 13.211869

Similar Items