Enhancing skill practice and feedback in a higher education teacher training course using the online flipped teaching in Taiwan

Abstract

This study investigates the effectiveness of online flipped teaching in the context of preservice special education teacher preparation within higher education in Taiwan. Employing a mixed method with a quasi-experimental design, the research utilized Partial Least Squares, t-test, and grounded theory analyses to examine its impact on four critical dimensions of preservice teacher preparation. The findings indicate that the flipped teaching model improved students’ mastery of behavioral principles, increased the accuracy of three evidence-based practice skills (reinforcement, prompting, extinction), and promoted greater engagement through in-class feedback, cooperative learning, and optimized instructional design. Furthermore, this study establishes a framework for integrating flipped learning into special education teacher preparation programs, contributing to the development of evidence-based instructional strategies.