Fourteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

The growing body of literature is reporting positive results when it comes to flipped learning” which across disciplines and contexts involves a student-centered, technology-integrated teaching. Therefore, the purpose is to determine the extent to which the flipped instructional design (FID) as an online pedagogy enable students to benefit from personalized learning experiences in the teacher education course. This study employed a pragmatic approach, an explanatory mixed-methods design. An online closed-structured questionnaire, the flipped instructional design was sent to students with an online link to be completed, anonymously. The convenient and purposive sample postgraduate students in the Teaching Methodology of Economics course, comprised of Postgraduate Certificate in Education and Bachelor Education (Senior and Further Education and Training phase) student teachers. Findings concluded that the flipped instructional design does engage students’ learning and empowers them in terms of modeling to teach during the course. The flipped instructional design as a teaching strategy was used as reliable, relevant and appropriate to search scholarly works systematically but more research needs to be conducted for an Open Distance E-Learning (ODeL) environment.