Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic
During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participati...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/6/421 |
| _version_ | 1797488049899175936 |
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| author | Benjamin Aidoo Marey Allyson Macdonald Veli-Matti Vesterinen Svava Pétursdóttir Berglind Gísladóttir |
| author_facet | Benjamin Aidoo Marey Allyson Macdonald Veli-Matti Vesterinen Svava Pétursdóttir Berglind Gísladóttir |
| author_sort | Benjamin Aidoo |
| collection | DOAJ |
| description | During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach. |
| first_indexed | 2024-03-09T23:56:35Z |
| format | Article |
| id | doaj.art-8c973de2232a47dea705bdf2b16ad532 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T23:56:35Z |
| publishDate | 2022-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-8c973de2232a47dea705bdf2b16ad5322023-11-23T16:23:34ZengMDPI AGEducation Sciences2227-71022022-06-0112642110.3390/educsci12060421Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 PandemicBenjamin Aidoo0Marey Allyson Macdonald1Veli-Matti Vesterinen2Svava Pétursdóttir3Berglind Gísladóttir4School of Education, University of Iceland, 105 Reykjavik, IcelandSchool of Education, University of Iceland, 105 Reykjavik, IcelandDepartment of Chemistry, University of Turku, 20500 Turku, FinlandSchool of Education, University of Iceland, 105 Reykjavik, IcelandSchool of Education, University of Iceland, 105 Reykjavik, IcelandDuring the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.https://www.mdpi.com/2227-7102/12/6/421flipped classroomteacher educationstudent teachersteaching transformationICT |
| spellingShingle | Benjamin Aidoo Marey Allyson Macdonald Veli-Matti Vesterinen Svava Pétursdóttir Berglind Gísladóttir Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic Education Sciences flipped classroom teacher education student teachers teaching transformation ICT |
| title | Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic |
| title_full | Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic |
| title_fullStr | Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic |
| title_full_unstemmed | Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic |
| title_short | Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic |
| title_sort | transforming teaching with ict using the flipped classroom approach dealing with covid 19 pandemic |
| topic | flipped classroom teacher education student teachers teaching transformation ICT |
| url | https://www.mdpi.com/2227-7102/12/6/421 |
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