The effects of microlearning-supported flipped classroom on pre-service teachers’ learning performance, motivation and engagement

Fidan, Mustafa

doi:10.1007/s10639-023-11639-2

Cited by 27 publications

(19 citation statements)

References 61 publications

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“…Some students have the confidence to ask and work on questions posed by instructors in front of the entire class. These results are consistent with previous research conducted by [37] and [38]. Furthermore, the study demonstrated that repeated exposure to short instructional videos and exercises significantly influenced student learning experience in the instructional technology field.…”

Section: Discussionsupporting

confidence: 92%

Tech-Enhanced Learning

Naser

2024

Int. J. Interact. Mob. Technol.

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The current study uses the lens of Robert Gagne’s nine events of instruction and the flipped classroom approach to construct a proposed educational module to teach the instructional technology course for preservice teachers at Al Ain University in UAE. The content was broken down into small parts and presented to students through videos and interactive learning exercises. A quasi-experiment was conducted to study the designed module’s effectiveness. The sample involved two groups of 50 female postgraduates from different fields of specialization. The experimental group students were taught through the implementation of the flipped microlearning module, while the control group was taught the same way, except that the educational content was conveyed without chunking. The researcher collected data by administering an achievement test and using the UTAUT questionnaire to determine student acceptance of the module. The result of the ANCOVA test revealed the existence of a substantial difference between the two groups, as f reached 4.427 in favor of the experimental group, with a significance level of 0.038. The questionnaire findings indicated high student acceptance of the module. The findings are of great importance for educational policy and curriculum designers and highlight the advantages of this module in enhancing student performance in different specialist fields.

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Section: Discussionsupporting

confidence: 92%

Tech-Enhanced Learning

Naser

2024

Int. J. Interact. Mob. Technol.

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“…They also rated the integration of tools (e.g., videos and case examples) and the overall technical implementation better than the CG. In line with this research, interactive training can be more engaging and enjoyable for learners than theoretical training because it involves active participation and hands-on learning experiences (Fidan, 2023). In addition, active guidance may help participants strengthen their newly acquired knowledge in dealing with uncertainties in transcultural therapy (Guzder & Rousseau, 2013).…”

Section: Discussionmentioning

confidence: 69%

Effectiveness of Internet-Based Training on Psychotherapists’ Transcultural Competence: A Randomized Controlled Trial

Atzor,

Andersson,

von Lersner

et al. 2024

Journal of Cross-Cultural Psychology

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Treating culturally diverse patients (CDPs) presents considerable challenges for psychotherapists, including language barriers, differing beliefs, and insecurities. Improving their transcultural competence requires training, but empirical evidence is lacking. This 6-week randomized controlled trial evaluated the impact of standardized internet-based training on psychotherapists’ transcultural competence (i.e., awareness, engagement, and handling challenges). Demographic data were collected before training. Transcultural competence was measured at pre-training, post-training, and 3-month follow-up. Training satisfaction was assessed at post-training and follow-up visits. In the guided training group (GTG; n = 83), psychotherapists received hands-on training with practical exercises, weekly knowledge assessments, and online feedback. The second condition comprised a non-guided control group (CG; n = 90) that received only text-based training. Primary analyses on both intent-to-treat ( n = 173) and completer analyses ( n = 95) indicated significant improvements in transcultural awareness and engagement after 6 weeks of training for both groups. Significant within-group improvements were noted, as evidenced by large Cohen’s d effect sizes for both groups. No between-group differences were observed. Qualitative assessments revealed that GTG participants evaluated the training’s concept and content significantly more positively than CG participants and felt significantly less insecure about treating CDPs. Such training could pave the way for the long-term development of innovative, culturally sensitive mental health care services that more effectively meet the needs of CDPs.

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“…Despite its instructional opportunities, there are several challenges such as poor self-regulated learning skills, low engagement, limited time, and poorly designed and non-interactive content, especially in the pre-class learning process (Sun & Lin, 2022;Zhou et al, 2023). A common issue for FC is that learners do not complete actively self-paced study before classroom activities (Fidan, 2023). Jung et al (2022) underlined that student had difficulties in adapting to group activities and leaving the comforts of traditional education during flipped learning.…”

Section: Introductionmentioning

confidence: 99%

“…To overcome these difficulties, pre-class activities should be designed well to increase peer-peer, peer-teacher, and peer-content interactions. Effective pre-class learning activities are vital for success of FC because these activities are preparatory for in-class learning (Fidan, 2023). Considering all these issues, we evaluated a video-driven discussion environment for the pre-class period of FC in a DE course.…”

Section: Introductionmentioning

confidence: 99%

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The effects of video‐driven discussions integrated into the flipped classroom model on learning achievement, practical performance, and higher‐order thinking skills in dental education

Fidan,

Fidan

2023

Computer Assisted Learning

Self Cite

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BackgroundFlipped classroom (FC) model has become increasingly popular in dental education (DE) with its strengths for students. However, major concerns are lack of interaction, unwillingness to complete the assignments, low engagement during the pre‐class activities because of an unwell‐designed instructional setting of FC.ObjectivesThe recent study aims to investigate the effects of video‐driven discussions integrated into the flipped classroom (VdDs‐FC) model on dental students' (DSs) learning achievement, practical performance, and higher‐order thinking skills in a restorative dentistry course.MethodsThis study adopted a sequential explanatory design from mixed‐methods research. A total of 96 DSs participated in a dentistry faculty of Türkiye. They were randomly divided into two groups: VdDs‐FC group and the conventional flipped classroom (c‐FC) group.Results and conclusionsThe results showed that the VdDs‐FC model had significant positive effects on the practical performance of DSs in practical subjects and their problem‐solving and critical thinking skills. However, there was no significant difference between the two groups in learning achievement and creativity. The use of FC in the c‐FC group did not lead to any difference in the students' achievements. Moreover, the qualitative results indicated that the VdDs‐FC model has the potential for enhancing peer learning, practical classroom activities, and higher‐order thinking skills.ImplicationsThis study also includes several instructional implications and suggestions for educators, researchers, and practitioners on use of FC in dentistry.

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The effects of microlearning-supported flipped classroom on pre-service teachers’ learning performance, motivation and engagement

Cited by 27 publications

References 61 publications

Tech-Enhanced Learning

Tech-Enhanced Learning

Effectiveness of Internet-Based Training on Psychotherapists’ Transcultural Competence: A Randomized Controlled Trial

The effects of video‐driven discussions integrated into the flipped classroom model on learning achievement, practical performance, and higher‐order thinking skills in dental education

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