Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

In recent decades, the student-centered learning approach has shown significant learning gains and has reformed teaching styles in many higher education institutions globally. In moving away from the lecture model, many educators are paying attention to the Flipped Classroom Pedagogy. The flipped classroom promotes an environment that increases the interaction between the students and teachers and engages the students in learning through application and practice. This study explores to what extent does a Flipped Classroom Pedagogy as an approach support and enhance Economics student teachers’ information literacy competency and critical thinking skills in learning to teach a teacher education course at an open distance learning university. This study used an explanatory quantitative research design. A closed structured questionnaire, Flipped Classroom Pedagogy Questionnaire was used to collect data. A purposive sampling of Post Graduate Certificate of Education and Baccaluareus Education student teachers, who were learning to teach economics education in open distance elearning (ODeL) environments were selected and participated in this study. Data was collected consisting of student teachers’ views of FCP to enhance their self-directive learning. Findings indicated that the FCP as an e-learning tool is a student-centered approach, which needs careful planning and preparation of activities for students to take responsibility for their own learning and that the teacher played a crucial role in decision making to out-of-class and in-class activities to enhance self-directed learning. To accomplish self-directed learning teachers must ensure to support and motivate students to come prepared for the class