Keywords
blended learning models
flipped classroom
teaching leadership
future specialists in educational, pedagogical sciences
How to Cite
Abstract
The article defines positive perceiving by future specialists in educational, pedagogical sciences of the blended learning introduction to the process of teaching leadership to be formed in them. Based on theoretical analysis, factors of student satisfaction with blended learning were defined, as well as conditions and structure for its efficient application, that were used by the authors when introducing the «flipped classroom» blended learning model to the process of teaching leadership formation in future specialists in educational, pedagogical sciences at the National Technical University «Kharkiv Polytechnic Institute» (NTU «KhPI»). The questionnaire survey and correlation analysis was used in the work, the total number of respondents is 52 students. The questionnaire survey has demonstrated that more than two thirds of respondents expressed satisfaction with the «flipped classroom» model (the quality and content of materials, distribution of kinds of work, interpersonal interaction and interactivity, individual work with digital resources, general organization of the blended learning). A prevailing majority of students also estimated positively the outcomes of their professional development (theoretical knowledge, new practical skills, intention of using the attained results in the future professional activity and possibilities for improving the quality of teaching activity in future). A positive correlation was established between the changes in satisfaction and those in respondents’ self-evaluation of their training outcomes. The positive correlation between student satisfaction and their academic achievement enables recommending introduction of the blended learning model «flipped classroom», based on the proposed structure, to the process of teaching future specialists in educational, pedagogical sciences and carrying out continuous periodic assessment of students' attitude towards the model. Improving the educational process requires constant monitoring of students’ perception of learning methods, determination of factors of their satisfaction and develop a positive attitude of students to learning.
References
J. Grayson, “The Relationship Between Grades and Academic Program Satisfaction Over Four Years of Study,” Canadian Journal of Higher Education, vol. 34, 08/31 2004, doi: 10.47678/cjhe.v34i2.183455.
K. M. Elliott and M. A. Healy, “Key Factors Influencing Student Satisfaction Related to Recruitment and Retention,” Journal of Marketing for Higher Education, vol. 10, no. 4, pp. 1-11, 06/14 2001, doi: 10.1300/J050v10n04_01.
N. Li, V. Marsh, and B. Rienties, “Modelling and Managing Learner Satisfaction: Use of Learner Feedback to Enhance Blended and Online Learning Experience,” Decision Sciences Journal of Innovative Education, vol. 14, pp. 216-242, 04/01 2016, doi: 10.1111/dsji.12096.
N.Z. Martinjak, “Identifying predictors of student satisfaction with distance learning during the COVID-19 pandemic,» Sodobna pedagogika, vol. 74 (140), pp. 109–124, 2023. [Електронний ресурс]. Доступно:https://www.sodobna-pedagogika.net/en/articles/01-2023_identifying-predictors-of-student-satisfaction-with-distance-learning-during-the-covid-19-pandemic/
L. Pickard, “Are MOOCs Going to Disappear? 4 Challenges to Overcome,” Class Central. The Report, Nov 18th, 2018. [Електронний ресурс]. Доступно: https://www.class-central.com/report/are-moocs-going-to-disappear-4-challenges-to-overcome/
A. Atmacasoy and M. Aksu, “Blended learning at pre-service teacher education in Turkey: A systematic review,” (in English), Education and Information Technologies, Review vol. 23, no. 6, pp. 2399-2422, Nov. 2018, doi: 10.1007/s10639-018-9723-5.
D. H. Schunk and J. L. Meece, Student perceptions in the classroom. Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc, 1992. [Електронний ресурс]. Доступно: https://psycnet.apa.org/record/1992-97628-000
L. Nabaho, J. Oonyu and J.N. Aguti, (2017). “Good teaching: Aligning student and administrator perceptions and expectations,” Higher Learning Research Communications, vol. 7, no. 1, 2017, doi: 10.18870/hlrc.v7i1.321.
D. K. Shah, S. Piryani, R. M. Piryani, M. N. Islam, R. K. Jha, and G. P. Deo, “Medical students' perceptions of their learning environment during clinical years at Chitwan Medical College in Nepal,” Advances in Medical Education and Practice, vol. 10, pp. 555-562, 2019, doi: 10.2147/amep.s203377.
S. Percac and P. J. McArdle, “Anatomy teaching: students' perceptions, ” Surgical and Radiologic Anatomy, vol. 19, no. 5, pp. 315-317, Oct. 1997, doi: 10.1007/bf01637601.
T. Boyle, C. Bradley, P. Chalk, R. Jones, and P. Pickard, “Using Blended Learning to Improve Student Success Rates in Learning to Program,” Journal of Educational Media, vol. 28, pp. 2-3, 11/01 2003, doi: 10.1080/1358165032000153160.
P. Le and H. Pham, “Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers,” Journal of Educational and Social Research, vol. 11, p. 115, 03/05 2021, doi: 10.36941/jesr-2021-0035.
H. V. Tkachuk, N. M. Stecenko, and V. P. Stecenko, “Organization of cognitive, training research activities of students in conditions of blended learning,” Information Technologies and Learning Tools, vol. 83, no. 3, pp. 274-287, 2021, doi: 10.33407/itlt.v83i3.3494.
H. Staker and M. Horn, Classifying K–12 Blended learning, Mountain View, CA: Innosight Institute, 2012. [Електронний ресурс]. Доступно: https://files.eric.ed.gov/fulltext/ED535180.pdf
G. Kurt, “Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey,” Educational Technology & Society, vol. 20, no. 1, pp. 211-221, Jan. 2017.
C. Little, “The flipped classroom in further education: literature review and case study,” Research in Post-Compulsory Education, Review vol. 20, no. 3, pp. 265-279, 2015, doi: 10.1080/13596748.2015.1063260.
R. Brewer and S. Movahedazarhouligh, “Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education,” Journal of Computer Assisted Learning, vol. 34, no. 4, pp. 409-416, Aug. 2018, doi: 10.1111/jcal.12250.
A. T. Steen-Utheim and N. Foldnes, “A qualitative investigation of student engagement in a flipped classroom,” Teaching in Higher Education, vol. 23, no. 3, pp. 307-324, 2018, doi: 10.1080/13562517.2017.1379481.
J. Nouri, “The flipped classroom: for active, effective and increased learning - especially for low achievers,” International Journal of Educational Technology in Higher Education, vol. 13, p. 10, Aug. 2016, Art no. 33, doi: 10.1186/s41239-016-0032-z.
M. A. Smylie, “New perspectives on teacher leadership,” Elementary School Journal, vol. 96, no. 1, pp. 3-7, Sep. 1995, doi: 10.1086/461811.
J. York-Barr and K. Duke, “What do we know about teacher leadership? Findings from two decades of scholarship,” Review of Educational Research, vol. 74, no. 3, pp. 255-316, Sep. 2004, doi: 10.3102/00346543074003255.
L. Evans, M. Homer, and J. Mercer, “Professorial academic leadership in turbulent times: the professoriate’s perspective: Final Report,” 01.09.2012. [Електронний ресурс]. Доступно: https://www.advance-he.ac.uk/knowledge-hub/professorial-academic-leadership-turbulent-times-professoriates-perspective-final
O. Romanovsky, S. Reznik, and Y. Chebakova, “Teacher leadership at technical university,” Advanced Education, no. 13, pp. 63-69, 2019, doi: 10.20535/2410-8286.148316.
O. Romanovskiy, S. Reznik, and Y. Chebakova, “Peculiarities of Perception of Teaching Style and Motivation of Students’ Learning,” The New Educational Review, vol. 58, pp. 72-84, 2019, doi: 10.15804/tner.19.58.4.05.
M. S. Khine and A. Lourdusamy, “Blended learning approach in teacher education: combining face-to-face instruction, multimedia viewing and online discussion,” British Journal of Educational Technology, vol. 34, no. 5, pp. 671-675, Nov. 2003, doi: 10.1046/j.0007-1013.2003.00360.x.
M. Z. Asghar, M. N. Afzaal, J. Iqbal, Y. Waqar, and P. Seitamaa-Hakkarainen, “Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches,” Sustainability, vol. 14, no. 21, p. 28, Nov. 2022, Art no. 13906, doi: 10.3390/su142113906.
R. Arya, T. Morrison, A. Zumwalt, and K. Shaffer, “Making Education Effective and Fun: Stations-Based Approach to Teaching Radiology and Anatomy to Third-Year Medical Students,” Academic Radiology, vol. 20, no. 10, pp. 1311-1318, Oct. 2013, doi: 10.1016/j.acra.2013.07.012.
K. P. Osadcha, V. V. Osadchyi, V. S. Kruglyk, O. M. Spirin, I. V. Krasheninnik, and R. M. Horbatiuk, “Model of blended learning in higher educational institutions: development, implementation and evaluation,” Information Technologies and Learning Tools, vol. 91, no. 5, pp. 158-169, 2022, doi: 10.33407/itlt.v91i5.5045.
REFERENCES (TRANSLATED AND TRANSLITERATED)
J. Grayson, “The Relationship Between Grades and Academic Program Satisfaction Over Four Years of Study,” Canadian Journal of Higher Education, vol. 34, 08/31 2004, doi: 10.47678/cjhe.v34i2.183455. (in English)
K. M. Elliott and M. A. Healy, “Key Factors Influencing Student Satisfaction Related to Recruitment and Retention,” Journal of Marketing for Higher Education, vol. 10, no. 4, pp. 1-11, 06/14 2001, doi: 10.1300/J050v10n04_01. (in English)
N. Li, V. Marsh, and B. Rienties, “Modelling and Managing Learner Satisfaction: Use of Learner Feedback to Enhance Blended and Online Learning Experience,” Decision Sciences Journal of Innovative Education, vol. 14, pp. 216-242, 04/01 2016, doi: 10.1111/dsji.12096. (in English)
N.Z. Martinjak, “Identifying predictors of student satisfaction with distance learning during the COVID-19 pandemic,» Sodobna pedagogika, vol. 74 (140), pp. 109–124, 2023, [Online]. Available: https://www.sodobna-pedagogika.net/en/articles/01-2023_identifying-predictors-of-student-satisfaction-with-distance-learning-during-the-covid-19-pandemic/ (in English)
L. Pickard, “Are MOOCs Going to Disappear? 4 Challenges to Overcome,” Class Central. The Report, Nov 18th, 2018. [Online]. Available: https://www.class-central.com/report/are-moocs-going-to-disappear-4-challenges-to-overcome/ (in English)
A. Atmacasoy and M. Aksu, “Blended learning at pre-service teacher education in Turkey: A systematic review,” Education and Information Technologies, Review vol. 23, no. 6, pp. 2399-2422, Nov. 2018, doi: 10.1007/s10639-018-9723-5. (in English)
D. H. Schunk and J. L. Meece, Student perceptions in the classroom. Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc, 1992. Available: https://psycnet.apa.org/record/1992-97628-000 (in English)
L. Nabaho, J. Oonyu and J.N. Aguti, (2017). “Good teaching: Aligning student and administrator perceptions and expectations,” Higher Learning Research Communications, vol. 7, no. 1, 2017, doi: 10.18870/hlrc.v7i1.321. (in English)
D. K. Shah, S. Piryani, R. M. Piryani, M. N. Islam, R. K. Jha, and G. P. Deo, “Medical students' perceptions of their learning environment during clinical years at Chitwan Medical College in Nepal,” Advances in Medical Education and Practice, vol. 10, pp. 555-562, 2019, doi: 10.2147/amep.s203377. (in English)
S. Percac and P. J. McArdle, “Anatomy teaching: students' perceptions, ” Surgical and Radiologic Anatomy, vol. 19, no. 5, pp. 315-317, Oct. 1997, doi: 10.1007/bf01637601. (in English)
T. Boyle, C. Bradley, P. Chalk, R. Jones, and P. Pickard, “Using Blended Learning to Improve Student Success Rates in Learning to Program,” Journal of Educational Media, vol. 28, pp. 2-3, 11/01 2003, doi: 10.1080/1358165032000153160. (in English)
P. Le and H. Pham, “Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers,” Journal of Educational and Social Research, vol. 11, p. 115, 03/05 2021, doi: 10.36941/jesr-2021-0035. (in English)
H. V. Tkachuk, N. M. Stecenko, and V. P. Stecenko, “Organization of cognitive, training research activities of students in conditions of blended learning,”, Information Technologies and Learning Tools, vol. 83, no. 3, pp. 274-287, 2021, doi: 10.33407/itlt.v83i3.3494. (in Ukrainian)
H. Staker and M. Horn, Classifying K–12 Blended learning, Mountain View, CA: Innosight Institute, 2012. [Online]. Available: https://files.eric.ed.gov/fulltext/ED535180.pdf (in English)
G. Kurt, “Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey,”, Educational Technology & Society, vol. 20, no. 1, pp. 211-221, Jan. 2017. (in English)
C. Little, “The flipped classroom in further education: literature review and case study,”, Research in Post-Compulsory Education, Review vol. 20, no. 3, pp. 265-279, 2015, doi: 10.1080/13596748.2015.1063260. (in English)
R. Brewer and S. Movahedazarhouligh, “Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education,” Journal of Computer Assisted Learning, vol. 34, no. 4, pp. 409-416, Aug. 2018, doi: 10.1111/jcal.12250. (in English)
A. T. Steen-Utheim and N. Foldnes, “A qualitative investigation of student engagement in a flipped classroom,”, Teaching in Higher Education, vol. 23, no. 3, pp. 307-324, 2018, doi: 10.1080/13562517.2017.1379481. (in English)
J. Nouri, “The flipped classroom: for active, effective and increased learning - especially for low achievers,”, International Journal of Educational Technology in Higher Education, vol. 13, p. 10, Aug. 2016, Art no. 33, doi: 10.1186/s41239-016-0032-z. (in English)
M. A. Smylie, “New perspectives on teacher leadership,” Elementary School Journal, vol. 96, no. 1, pp. 3-7, Sep. 1995, doi: 10.1086/461811. (in English)
J. York-Barr and K. Duke, “What do we know about teacher leadership? Findings from two decades of scholarship,” Review of Educational Research, vol. 74, no. 3, pp. 255-316, Sep. 2004, doi: 10.3102/00346543074003255. (in English)
L. Evans, M. Homer, and J. Mercer, “Professorial academic leadership in turbulent times: the professoriate’s perspective: Final Report,” 01.09.2012. [Online]. Available: https://www.advance-he.ac.uk/knowledge-hub/professorial-academic-leadership-turbulent-times-professoriates-perspective-final (in English)
O. Romanovsky, S. Reznik, and Y. Chebakova, “Teacher leadership at technical university,” Advanced Education, no. 13, pp. 63-69, 2019, doi: 10.20535/2410-8286.148316. (in English)
O. Romanovskiy, S. Reznik, and Y. Chebakova, “Peculiarities of Perception of Teaching Style and Motivation of Students’ Learning,”, The New Educational Review, vol. 58, pp. 72-84, 2019, doi: 10.15804/tner.19.58.4.05. (in English)
M. S. Khine and A. Lourdusamy, “Blended learning approach in teacher education: combining face-to-face instruction, multimedia viewing and online discussion,” British Journal of Educational Technology, vol. 34, no. 5, pp. 671-675, Nov. 2003, doi: 10.1046/j.0007-1013.2003.00360.x. (in English)
M. Z. Asghar, M. N. Afzaal, J. Iqbal, Y. Waqar, and P. Seitamaa-Hakkarainen, “Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches,”, Sustainability, vol. 14, no. 21, p. 28, Nov. 2022, Art no. 13906, doi: 10.3390/su142113906. (in English)
R. Arya, T. Morrison, A. Zumwalt, and K. Shaffer, “Making Education Effective and Fun: Stations-Based Approach to Teaching Radiology and Anatomy to Third-Year Medical Students,”, Academic Radiology, vol. 20, no. 10, pp. 1311-1318, Oct. 2013, doi: 10.1016/j.acra.2013.07.012. (in English)
K. P. Osadcha, V. V. Osadchyi, V. S. Kruglyk, O. M. Spirin, I. V. Krasheninnik, and R. M. Horbatiuk, “Model of blended learning in higher educational institutions: development, implementation and evaluation,”, Information Technologies and Learning Tools, vol. 91, no. 5, pp. 158-169, 2022, doi: 10.33407/itlt.v91i5.5045. (in English)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2023 Олександр Георгійович Романовський, Світлана Миколаївна Резнік