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ERIC Number: EJ1277918
Record Type: Journal
Publication Date: 2020-Dec
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
EISSN: N/A
The First Principles of Instruction: An Examination of Their Impact on Preservice Teachers' TPACK
Hall, Jacob A.; Lei, Jing; Wang, Qiu
Educational Technology Research and Development, v68 n6 p3115-3142 Dec 2020
The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants' technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers' self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < 0.001, d = 1.17; Flipped[superscript a]p < 0.001, d = 1.97) strongly demonstrates the First Principles' potential to frame effective course design. Further analyses revealed no statistically significant differences between groups' TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A