Online Course Satisfaction in a Holistic Flipped Classroom Approach

Autor/in	Ilic, Ulas
Titel	Online Course Satisfaction in a Holistic Flipped Classroom Approach
Quelle	In: Journal of Educational Technology and Online Learning, 4 (2021) 3, S.432-447 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ilic, Ulas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2618-6586
Schlagwörter	Online Courses; Electronic Learning; Student Satisfaction; Preservice Teachers; Preservice Teacher Education; Holistic Approach; Flipped Classroom; Gender Differences; Usability; Predictor Variables; Access to Computers; Ownership; Public Colleges; COVID-19; Pandemics; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehramtsstudiengang; Lehrerausbildung; Holistischer Ansatz; Flipped classrooms; Flip teaching; Inverted teaching; Geschlechterkonflikt; Prädiktor; Eigentum; Ausland; Türkei
Abstract	The present study aimed to investigate the satisfaction of pre-service teachers with the completely online course instructed with the flipped classroom model. The study was conducted with the explanatory sequential mixed design. The participants included 117 pre-service teachers. Data were collected during the 2020-2021 academic year fall semester with the Online Course Satisfaction Scale and face-to-face interviews. The study findings demonstrated that the pre-service teachers were satisfied with the online course. The satisfaction level of female participants was higher, and the differences were not significant based on the student department. On the other hand, the participants stated that there were systemic and instructor-oriented problems. Furthermore, it was determined that ease of use was an important factor in predicting satisfaction. Ease of use varied based on PC ownership, but not based on tablet ownership. Satisfaction did not differ based on both PC and tablet ownership. It was found that the flipped classroom model exhibited interactional challenges. However, the model had advantages due to its structure that allowed flexibility. It could be suggested that the findings of the present study would contribute to future studies that would address flipped classroom method and satisfaction with online courses. (As Provided).
Anmerkungen	Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: dergipark.org.tr/en/pub/jetol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01