Teachers as users of ICT from the student perspective in higher education flipped classroom classes

Abstract


 The use of information and communication technology (ICT) is important in today’s higher education. ICT has a central role in the skill set students are expected to master during their studies. The fast development of technology poses both possibilities and challenges for teachers. This paper is part of a larger project aimed at implementing the flipped classroom (FC) model and supporting ICT integration in higher education. In this project, teachers receive systematic support for implementing the FC model. The aim of this paper is to investigate how students assess their teachers’ knowledge of pedagogy, content and technology before and after a course using the FC model. In total, 317 students responded to the pre-post-test surveys. The data were analyzed as a single group and separately for students in different year groups. Results indicate that there are statistically significant differences between the results of the pre- and post-tests. Students assess their teachers content-specific pedagogical skills and technological pedagogical skills in teaching their subject higher after the FC courses. Students also perceived their teachers as having more positive attitudes to using technology in teaching. It was found that the difference was more apparent in second-year and higher students. Students perceived FC positively in general.

Preliminary evidence of key factors in successful flipping: predicting positive student experiences in flipped classrooms

“…This study highlights the importance of clearly outlining the learning process of a flipped classroom for the students and the need for providing students with clear instruction and guidance. Also, as the flipped approach may be new for students, the more self-directed role of the students may cause challenges and pose demands for more support (e.g., Hyppönen et al, 2019 ; Sointu et al, 2019 ). Again, students need to be provided with the feeling that they are learning in a safe atmosphere as well as with a secure feeling for participating, bringing up their ideas, and asking for help whenever needed.…”

“…So far, there have been some good practices for using ICT to support the flipped courses. Sointu et al ( 2019 ) discovered that students perceived their teaching during a flipped course as having more positive views concerning the use of technology, while McNally et al ( 2017 ) found that students themselves preferred using technology to assist their learning over other aspects in the flipped classroom environment. Moreover, Davies et al ( 2013 ) found that a technology enhanced flipped classroom was more motivating and helped facilitate learning.…”

Students’ perspectives on the functionality of the flipped classroom approach in master’s thesis seminar

“…Kim and colleagues (2014) found that FC can facilitate a safe and open learning atmosphere. FC also seems to improve teachers' content, pedagogical, and technological usage qualities from the student's perspective (Sointu et al, 2019b).…”

“…Individual statements consisted of statements regarding how students viewed the FC approach: whether it suited them, whether they would prefer to study in a more traditional manner (e.g., Sointu et al, 2019b), and how motivating, meaningful, relevant, or challenging FC was for them (Sointu et al, 2020). Moreover, elements of usability (i.e., pre-materials, contact teaching, preparedness, use of time, support, interest, and quality) were investigated.…”

Empirical research of emerging trends and patterns across the flipped classroom studies using topic modeling

“…ICT plays a central role in the skill set that students are expected to master during their studies. The rapid development of ICT presents both opportunities for students and teachers (Sointu et al, 2019 ; Zheng et al, 2020 ). In recent years, several new technologies with different pedagogical approaches supported by ICT have attracted attention.…”