A NEW APPROACH IN HIGHER EDUCATION: THE PERCEPTIONS OF PRE-SERVICE TEACHERS RELATED TO FLIPPED LEARNING

Abstract

The purpose of this study was to develop and implement flipped learning materials in the Principles and Methods of Instruction course and investigate the perceptions of pre-service teachers about flipped learning. This study was conducted in the fall semester of 2017-2018 for 11 weeks at a public university located in the Aegean Region in Turkey. This study employed a mixed method research design. There were 30 pre-service teachers in the flipped learning group. In the current study, student questionnaire and interview schedule were implemented. The data were analyzed by using descriptive statistical analysis techniques. For the analysis of the data, SPSS 22.0 was used and alpha level was determined as .05. The data obtained from the interviews were analyzed by using both the content and descriptive analysis techniques. The findings of the study showed that pre-service teachers mostly had positive perceptions about flipped learning processes and materials. They agreed that flipped learning supported and facilitated learning was effective in order to practice theoretical knowledge and contributed to personal development and self-enhancement. Their perceptions were examined and discussed in detail.