Journals Information
Universal Journal of Educational Research Vol. 8(11), pp. 5271 - 5280
DOI: 10.13189/ujer.2020.081128
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The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia
Badiah N. M. Alnasib 1,*, Asma M. H. Ali 2
1 Department of Curriculum and Teaching Methods, College of Education, King Faisal University, Saudi Arabia
2 Department of Kindergarten, College of Education, King Faisal University, Saudi Arabia
ABSTRACT
Self-directed learning has been recognized as one of the new pedagogical approaches of the 21st century. Many studies evidence the critical role of the flipped learning model in enhancing students' self-directed learning skills. This study aimed at examining the impact of the application of the flipped learning model on prompting pre-service teachers' self-directed learning skills at the Kindergarten Department of the College of Education at King Faisal University in Saudi Arabia. A quasi-experimental design with one group was implemented. A purposeful sample of forty-three female student teachers who enrolled in the "Introduction to Kindergarten" course participated in the study. Data were gathered using a 44-item questionnaire that was distributed pre- and post-flipped learning classes. The results indicated the effectiveness of flipped learning pedagogy on the development of student teachers' self-directed learning skills. The study sample showed a statistically significant higher mean level of self-directed learning (4.51卤0.13) compared to their score before the flipped learning classes (3.13卤0.25). The study's results confirm the conclusion of related literature concerning the positive impact of practicing flipped learning pedagogy on developing learners' self-directed learning skills. Furthermore, it is in line with the call for the integration of non-traditional teaching strategies, e.g., flipped learning pedagogy, in Saudi higher education, advocating students' self-directed learning and independent learning. Thus, there is a need for encouraging teacher educators to integrate flipped learning into their teaching practice.
KEYWORDS
Self-directed Learning, Flipped Learning, Kindergarten, Pre-service Teachers, Higher Education, Active Learning
Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Badiah N. M. Alnasib , Asma M. H. Ali , "The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia," Universal Journal of Educational Research, Vol. 8, No. 11, pp. 5271 - 5280, 2020. DOI: 10.13189/ujer.2020.081128.
(b). APA Format:
Badiah N. M. Alnasib , Asma M. H. Ali (2020). The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia. Universal Journal of Educational Research, 8(11), 5271 - 5280. DOI: 10.13189/ujer.2020.081128.