The relationship between satisfaction, learning engagement, reflective learning experiences, and intention to transfer learning within a flipped teacher education program: A path analysis

• In Event: TED - Reflective Practices in Teacher Education

Short Description

The flipped classroom has gained in popularity as a new blended model to transform classroom into an active, collaborative space. The present study aimed to investigate the structural relationship between pre-service teachers’ learning satisfaction, engagement, reflective learning experiences, and intention to transfer learning in a flipped teacher education program. Implications for the integration of online and offline learning into flipped teacher education programs, using emerging technological tools, were discussed.

Authors

• Ji Hyun Yu, Virginia Tech

• Tim Newby, Purdue University