How do Trainee Teachers Engage with a Flipped Learning Approach?

Abstract

To date, research on student engagement in a flipped learning approach has almost entirely focused on students’ emotional engagement. This study further explores students’ engagement through the additional constructs of behavioral and cognitive engagement in a UK pre-service teacher education context. Data were gathered from learning analytics, focus group interviews and tutor diaries. Results revealed that whilst students held positive attitudes towards the in-class activities, their behavioral and cognitive engagement was evidenced by a variety of strategic uses of the online learning resources and a limited awareness of the constructivist principles on which a flipped learning approach is based. The study supports the need for a systematic induction period and explicit discussions on the learning principles of flipped learning. (Keywords: behavioral engagement, cognitive engagement emotional engagement, flipped learning, learning analytics) (Keywords: flipped learning, behavioral engagement, cognitive engagement, emotional engagement, learning analytics)

Author Notes

Marion Heron has been working in higher education for 30 years. She is currently Senior Lecturer in Higher Education at the University of Surrey. Her research interests lie in the study of classroom discourse and she is particularly interested in the application of sociocultural theory to teacher education contexts.

Helen Thompson has been working in higher education for 24 years. She is currently Senior Lecturer in TESOL in the Department of Education, Childhood and Inclusion.