Evaluating the “Flipped” Face to Face Classroom and the Online Classroom in Teacher Education

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Author(s): Lori Severino (Drexel University, USA)and Mary Jean Tecce DeCarlo (Drexel University, USA)
Copyright: 2017
Pages: 24
Source title: Handbook of Research on Individualism and Identity in the Globalized Digital Age
Source Author(s)/Editor(s): F. Sigmund Topor (Keio University, Japan)
DOI: 10.4018/978-1-5225-0522-8.ch011

Keywords: Human Aspects of Technology / Information Science Reference / Social Sciences & Humanities

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Abstract

This chapter will discuss a study that set out to determine if knowledge of the structure of language and self-efficacy of pre-service and in-service teachers was impacted by whether the course was taken in a face to face or online format. Results of the study showed there was a statistically significant change in the Teacher Knowledge Assessment: Structure of Language (TKA: SL) for participants in the online courses, but not for students taking the course face to face. To determine whether or not self-efficacy increased, the Teacher Efficacy Scale: short form (TES) was used, The TES includes two subscales: teacher efficacy and personal efficacy. Results showed no statistical significance on the overall TES score between participants; however, on the personal efficacy score, there was a statistically significant change in pre and post test scores of participants who took the course face to face.

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Evaluating the “Flipped” Face to Face Classroom and the Online Classroom in Teacher Education

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