Transforming the learning experience in pre-service teacher training using the flipped classroom

ABSTRACT

The lack of information and communication technology skills among teachers is highlighted as being one of the main barriers to increasing the use of technology in teaching and learning. This study shows how technology used in a flipped classroom can improve learning among pre-service teachers, as well as boosting perceptions of their own technology skills. The students covered the instructional content before class through videos complemented by formative assessment. The data resulted in a report that the teacher then used to adapt their lecture, as well as defining the questions to be asked using an in-class response system. The responses to these questions were then discussed with the students. The results show that it is possible to change pre-service teachers’ perceptions of using technology in the classroom, both as a student and as a future teacher.

KEYWORDS:

• Flipped classroom
• pre-service teacher training
• classroom response system
• formative assessment
• online videos

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Comisión Nacional de Investigación Científica y Tecnológica [21161695]; FONDECYT [1180024].

Notes on contributors

Camila Barahona

Camila Barahona is a board member of the Ethics Committee at Pontificia Universidad Católica de Chile. She holds a PhD in Engineering Science from Pontificia Universidad Católica. She is a Language Arts teacher graduated from the same university. Her main research interest is innovative classroom methodologies.

Miguel Nussbaum

Miguel Nussbaum is full professor for Computer Science at the School of Engineering of the Universidad Católica de Chile. He has won the Innovation in Education Prize of Chile for his work in education and was a board member of the Chilean Agency for the Quality of Education. He is co-editor of Computers & Education and editor-in-chief of Computers and Education Open. He is a fellow of the International Society of the Learning Sciences.

Pablo Espinosa

Pablo Espinosa is a researcher in Educational Innovation and Public Policy at Fundación Educación 2020 in Santiago, Chile. He holds a degree in Industrial Civil Engineering, a diploma in Information Technologies Engineering and a master’s in engineering science with a focus on ICT for innovation in teaching practices from the Pontificia Universidad Católica de Chile. He is completing a diploma in Data Science for Public Policy at the same institution. He has also worked in education and ICT projects and designed quantitative and qualitative instruments for their evaluation in different foundations.

Alejandra Meneses

Alejandra Meneses is an Associate Professor in the Faculty of Education at Pontificia Universidad Católica de Chile. Her research focuses on language development across the school and its relations with literacy and learning. Viewing teachers as agents of social change, she works with educators to widen students’ linguistic and discursive repertoires.

Carlos Alario-Hoyos

Carlos Alario-Hoyos is Associate Professor at Universidad Carlos III de Madrid. He received an MS degree in Telecommunication Engineering and a PhD in Information and Communication Technologies from the Universidad de Valladolid, Spain, in 2007 and 2012 respectively. His skills and experience include research and development in MOOCs, social networks, collaborative learning and evaluation of learning experiences, among others.

Mar Pérez-Sanagustín

Mar Pérez-Sanagustín is Associate Professor at the Université Paul Sabatier Toulouse III (France) and a researcher at the IRIT Laboratory. With a PhD in Information and Communication Technologies from the University Pompeu Fabra (Spain), she was a postdoctoral researcher at the Universidad Carlos III de Madrid, a Fulbright fellow at the Stanford Research Institute and Associate Professor at the Pontificia Universidad Católica de Chile. Her research interests are the study of self-regulatory learning processes in digital environments and learning analytics for institutional continuous improvement.