Innovative Redesign of Teacher Education ICT Courses: How Flipped Classrooms Impact Motivation?

Year 2018, Issue: 13, 133 - 144, 25.01.2018

Zeynep Turan , Yüksel Göktaş

Abstract

The purpose of
this study is to determine the impact of the flipped classroom method on
student motivation and what related factors increase and decrease motivation. The
study followed the mixed research method and the sample of the study consisted
of 116 first grade early childhood education undergraduate students at a
university in Turkey. This study was conducted
in an introductory computer course. The flipped classroom method is compared to traditional techniques in this
study. Data were collected through
semi-structured interviews and a course interest survey in this 10-week mixed
method study. Inferential and descriptive analysis methods were applied to the data. An independent
samples t-test was used to determine the difference between experimental and
control groups in terms of motivation.
The interviews were analyzed with
descriptive analysis method. Results showed that students who were trained with the flipped classroom method
had more motivation than students who were
trained with traditional methods.
Students reported that hands-on in-class activities, group work, and
gamification activities increased their motivation. Additionally, students reported that the difficulty level of in-class activities, watching videos, and dealing with
the course outside of the classroom decreased their motivation. Consequently,
when designed effectively, the flipped
classroom method can increase the students’ motivation towards the course. Also, suggestions for practitioners were discussed in this study.

Keywords

flipped classroom, teacher education, blended learning, flipped learning

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