Many pre-service teachers were averse to flipped learning, preferring traditional lectures¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors observed that many pre-service teachers were averse to flipped learning, attributing this to lack of inspiration by the activities and familiarity with traditional lectures. → Almutairi et al. 2020

Evidence¶

Almutairi et al. 2020¶

Faisal M. Almutairi, Abdullah A. Almodaires & Alaa J. Zeyab. (2020). Effectiveness of Flipped Learning: Improving Pre-Service Teachers' Prowess in Producing Videos. International Education Studies, 13(7). https://doi.org/10.5539/ies.v13n7p163

q1 · i? · causal · r1

Authors' interpretation in the discussion section of questionnaire items Q6 and Q7 (68% agreement each) in the experimental group; the article offers this as an observed finding with a suggested explanation, consistent with prior studies it cites (Chen et al., 2014; Engin, 2014). No effect size or test was printed.

"Another finding was that many p re-service teachers were averse to flipped learning. This may be due to the fact that in the flipped learning model, pre-service teachers were n ot inspired by the activities"

Discussion¶

Related Claims¶

• Pre-service teachers in the flipped-learning group reported high satisfaction with the flipped learning activity's usefulness for video-production skills — reports the opposite
• Kuwaiti pre-service teachers held favourable perceptions of flipped learning, with over 90% agreement on six questionnaire items — reports the opposite
• Student preference for CBL, PBL or TBL over traditional teaching was reported in 15 of 22 studies (68.1%), but only two studies used a controlled comparison with lecture — related