How do trainee teachers engage with a flipped learning approach?

Heron, Marion and Thompson, Helen (2019) How do trainee teachers engage with a flipped learning approach? Journal of Digital Learning in Teacher Education. pp 92-106.

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Abstract

To date, research on student engagement in a flipped learning approach has almost entirely focused on students’ emotional engagement. This study further explores students’ engagement through the additional constructs of behavioural and cognitive engagement in a UK pre-service teacher education context. Data were gathered from learning analytics, focus group interviews and tutor diaries. Results revealed that whilst students held positive attitudes towards the in-class activities, their behavioural and cognitive engagement was evidenced by a variety of strategic uses of the online learning resources and a limited awareness of the constructivist principles on which a flipped learning approach is based. The study supports the need for a systematic induction period and explicit discussions on the learning principles of flipped learning.

Item Type:	Article
Divisions :	Department of Higher Education
Authors :	Name Email ORCID Heron, Marion m.heron@surrey.ac.uk Thompson, Helen
Date :	11 February 2019
DOI :	10.1080/21532974.2019.1568326
Copyright Disclaimer :	Copyright © 2018 Informa UK Limited
Uncontrolled Keywords :	Flipped learning; Behavioural engagement; Cognitive engagement emotional engagement; Learning analytics
Depositing User :	Diane Maxfield
Date Deposited :	31 Jan 2019 17:18
Last Modified :	30 Jun 2020 02:08
URI:	http://epubs.surrey.ac.uk/id/eprint/850338

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