Pedagogical Dimensions as Drivers in the Functionality of the Flipped Pedagogy during the COVID-19 Pandemic

Micheal M. van Wyk
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Abstract

In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines students' views of pedagogical dimensions as drivers of the functionality of the flipped pedagogy in a teaching methodology course at an Open and Distance eLearning (ODeL) university. An explanatory qualitative design was employed using virtual videoconferencing to collect data. Fourth-year Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) (n = 12) student teachers were purposively selected. This study contributes to the literature of pedagogical dimensions that drives the functionality of the flipped learning in an ODeL context. Furthermore, this exploratory study makes an educational contribution to the practical implementation for future research purposes. Future research may extend the inquiry into other pedagogical dimensions by examining the effect of motivational factors such as self-efficacy of student teachers.
在COVID-19大流行期间,教学维度是翻转教学法功能的驱动因素
近几十年来,关于翻转课堂教学策略的研究表明,翻转课堂在学生跨学科和跨情境学习方面具有显著的教育效益。在一所开放和远程电子学习(ODeL)大学的教学方法论课程中,本调查确定了学生对教学维度作为翻转教学法功能驱动因素的看法。采用解释性定性设计,利用虚拟视频会议收集数据。有针对性地选择四年制教育学士(BEd)和研究生教育证书(PGCE)的学生教师(n = 12)。本研究为推动ODeL情境下翻转学习功能的教学维度文献做出了贡献。此外,本探索性研究对未来研究的实际实施具有教育意义。未来的研究可以通过考察学生教师自我效能感等动机因素的影响,将研究扩展到其他教学维度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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