Prospective English Teachers' Digital Storytelling Experiences through a Flipped Classroom Approach

Autor/inn/en	Tokmak, Hatice Sancar; Yakin, Ilker; Dogusoy, Berrin
Titel	Prospective English Teachers' Digital Storytelling Experiences through a Flipped Classroom Approach
Quelle	In: International Journal of Distance Education Technologies, 17 (2019) 1, S.78-99, Artikel 6 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
DOI	10.4018/IJDET.2019010106
Schlagwörter	Preservice Teachers; Language Teachers; English Teachers; English (Second Language); Story Telling; Educational Technology; Technology Uses in Education; Video Technology; Homework; Program Effectiveness; Student Attitudes + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Schülerverhalten
Abstract	The purpose of this case study was to explore prospective English education teachers' (PEET) experiences of digital storytelling (DST) through a flipped classroom approach. 36 prospective teachers who enrolled in a computer literacy course participated in the study. The data was collected through a demographic questionnaire, three open-ended questionnaires, and a semi-structured interview form. Four videos were prepared to give theoretical input in line with the DST phases described by Robin and presented asynchronously via Edmodo system. The results showed that PEETs described the DST process through a flipped classroom approach. described as entertaining, challenging, and instructive. Moreover, according to the results, PEETs learnt specific strategies about DST, were inspired, and had the opportunity to check their product quality, thanks to the flipped classroom approach. These results revealed insights about the design of a flipped classroom approach and the DST process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01