This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students’ perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait’s Public Authority for Applied Education and Training (PAAET). This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students’ perceptions of flipped learning. Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that the approach had a unique set of affordances and constraints. Findings suggest that FL may be a promising approach to enhance student-teachers’ learning in educational technology courses. The study provides insight into opportunities for further studies.

This paper draws on social constructivism and the domestication model and investigates pre-service teachers’ perceptions of the usefulness of Microsoft Teams for remote learning. This research is part of a descriptive cross-sectional study. It is neither causal nor relational. The participants comprised of 215 undergraduate pre-service teachers from an all-female teacher training college in Kuwait and were surveyed during year 1 of their three-year academic programme. Descriptive statistical analysis and One-way ANOVA were used to analyse the data. Results indicated an overall positive perception of Microsoft Teams by all participants. The findings suggest that Microsoft Teams is an effective virtual leaning platform because of its quality, user friendliness and functionalities. The respondents perceived that the tool played a significant role in fostering interactive learning and for receiving and providing feedback. However, the pre-service teachers perceived that the platform was not suitable for independent learning and collaborative learning compared to other online collaborative tools. The empirical contribution of this study is founded on the fact that it is conducted in the context of virtual remote learning at an undergraduate teacher education level where there is limited empirical evidence. This study adds to and extends existing literature by contributing to an understanding of the domestication of virtual learning platforms when making the shift from purely traditional classrooms to remote learning.

In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning. This research was conducted within a workshop course for six weeks period during the summer semester of the 2018-2019 academic year at a teacher training college in Kuwait. In the study, pre-test/post-test quasi-experimental design with control group was applied. The experiment involved applying a flipped learning approach to the experimental group while the courses were carried out using traditional lectures in the control group. A questionnaire was also administered to the experimental group to acquire feedback on the effectiveness of flipped learning activity. Descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. The results obtained from Mann Whitney U Test and Wilcoxon Sign Test suggests that there is no significant difference between the pre-test and post-test scores of the experimental group and the control group. Descriptive data also demonstrated that the use of the flipped learning method in the curriculum had significantly increased the skill levels and knowledge of the experimental group pre-service teachers. The study recommends that care should be taken when structuring courses in pre-service teachers’ education when applying flipped learning.

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framework for addressing the research questions 4.2 Rationale for choice of research methodology 4.3 Action Research methodology 4.3.1 Overview of action research 4.3.2 Process of action research 4.3.3 Data collection methods in action research 4.4 The research questions in data collection context 4.4.1 Data concerning the reflective practice approach (RQ1) 4.4.2 Data concerning the online video-based learning environments (RQ2) 4.4.3 Data concerning the opportunities of utilizing the reflective practice in teacher education program in Kuwait (RQ3) 4.4.4 Data concerning the difficulties in practicing the reflection (RQ4) 4.4.5 Data concerning the effectiveness of the online environment (RQ5) 4.4.6 Data concerning the reflection's influence on the learning achievement and on the gap between theory and practice (RQ6) 4.5 Overview of the data collection instruments 4.5.1 Literature review 4.5.2 Documents analysis 4.5.3 Questionnaires 4.5.4 Interviews 4.6 Summary 6.3 Discussion 6.3.1 Results comparison 6.3.2 Difficulties in practicing the activities of reflection 6.3.2.1 Personal and social barriers 6.3.2.2 Knowledge and skills barriers 6.3.2.3 Technical and organizational barriers FACILITATING REFLECTION: EFFECTIVENESS OF THE V-CLASS ENVIRONMENT 7.1 Effectiveness questionnaire 7.1.1 The usability of the V-class environment 7.1.2 The usefulness of the V-class environment 7.1.3 Summary of the results of the Effectiveness Questionnaire 7.2 Participants' interview 7.3 Discussion 7.3.1 Results comparison 7.3.2 Effectiveness of the V-class environment 8 REFLECTION AND LEARNING ACHIEVEMENT 8.1 Achievement questionnaire 8.1.1 Effect on connecting theory and practice 8.1.2 Effect on mastering the practiced competences 8.1.3 Summary of the results of the Achievement Questionnaire 8.2 Participants' interview 8.2.1 General questions 8.2.2 The pedagogical influence of the reflection activities 8.2.3 Additional questions (Group 1 and 3) 8.2.4 Summary 8.3 Supervisors' interview 8.3.1 General questions 8.3.2 The influence of reflection on the field training 8.3.3 The influence of reflection on the gap between theory and practice 8.3.4 Summary v 8.4 Discussion 8.4.1 Results comparison 8.4.2 Reflection and learning GENERAL DISCUSSION 9.1 Revisiting the experiment's findings 9.1.1 Discussion related to the difficulties (RQ4) 9.1.2 Discussion related to the effectiveness (RQ5) 9.1.3 Discussion related to the achievement (RQ6) 9.2 Reflection and the gap between theory and practice 9.3 Conceptual and practical contributions of the study 9.4 Limitations of the study 9.4.1 Possible novelty effect 9.4.2 The trustworthiness of the self reporting findings 9.4.3 Sample's constraints 9.5 Recommendations for further researches 9.6 Concluding remarks REFERENCES ENGLISH SUMMARY APPENDICES Appendix 1: The Background Questionnaire Appendix 2: Field training evaluation form Appendix 3: Results of the Background Questionnaire Appendix 4: Main functionalities in the supervisors' V-class environment Appendix 5: Main components of the participants' modul...