Abstract

personalized learning experiences in an open distance e-learning (ODeL) teacher education course. The study employed a pragmatic, explanatory mixed methods design which included an online survey of student teachers’ views, and a student learning journal. The sample comprised 204 Postgraduate Certificate in Education and Bachelor Education student teachers. Data included responses to the Flipped Instructional Design Questionnaire (FIDQ) and online learning journal entries. Findings indicate that student teachers perceived the functionality of flipped instructional design as an engaging, active, and self-paced learning approach that positively supported them throughout their course work. Further research should be undertaken to explore the impact of challenges emerged on the effectiveness of the strategy, students’ self-regulation, and performances in teacher education courses.