Effects of Implementing Interactive Videos in an Online Flipped Classroom on Preservice Special Education Teachers
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| Title: | Effects of Implementing Interactive Videos in an Online Flipped Classroom on Preservice Special Education Teachers |
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| Language: | English |
| Authors: | Tugba Kamali-Arslantas (ORCID |
| Source: | European Journal of Education. 2025 60(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Flipped Classroom, Interactive Video, Foreign Countries, Assistive Technology, Visual Impairments, Technology Uses in Education, Preservice Teachers, Special Education Teachers, Self Efficacy, Student Attitudes, Intervention, Usability, Intention |
| Geographic Terms: | Turkey |
| DOI: | 10.1111/ejed.70234 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | This study investigates the impact of an online flipped classroom model, enriched with interactive videos, on preservice special education teachers' self-efficacy in using assistive technologies (AT) for visual impairment, their adoption of video-based learning, and their perceptions of interactive videos as effective learning tools. Addressing challenges such as limited access to AT tools and faculty expertise, the study explores how video-based instructional approaches can enhance teacher preparation for inclusive education. A mixed-methods intervention was conducted with 64 preservice teachers enrolled in an AT course at a university in Türkiye. Quantitative data were collected through pre- and post- intervention self-efficacy scales and a post-intervention adoption scale, while qualitative insights were gathered from weekly reflection reports and a final open-ended questionnaire. Results revealed a significant increase in preservice teachers' self-efficacies following the intervention. In addition, participants reported high levels of adoption of video-based learning, particularly in terms of perceived usefulness, enjoyment, ease of use, and intention to continue using interactive videos, suggesting a positive perception toward the integration of such tools in educational contexts. Qualitative findings reinforced the effectiveness of integrating interactive videos within an online flipped classroom to build AT-related competencies. The study offers practical implications for teacher education and suggests avenues for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490065 |
| Database: | ERIC |
| Abstract: | This study investigates the impact of an online flipped classroom model, enriched with interactive videos, on preservice special education teachers' self-efficacy in using assistive technologies (AT) for visual impairment, their adoption of video-based learning, and their perceptions of interactive videos as effective learning tools. Addressing challenges such as limited access to AT tools and faculty expertise, the study explores how video-based instructional approaches can enhance teacher preparation for inclusive education. A mixed-methods intervention was conducted with 64 preservice teachers enrolled in an AT course at a university in Türkiye. Quantitative data were collected through pre- and post- intervention self-efficacy scales and a post-intervention adoption scale, while qualitative insights were gathered from weekly reflection reports and a final open-ended questionnaire. Results revealed a significant increase in preservice teachers' self-efficacies following the intervention. In addition, participants reported high levels of adoption of video-based learning, particularly in terms of perceived usefulness, enjoyment, ease of use, and intention to continue using interactive videos, suggesting a positive perception toward the integration of such tools in educational contexts. Qualitative findings reinforced the effectiveness of integrating interactive videos within an online flipped classroom to build AT-related competencies. The study offers practical implications for teacher education and suggests avenues for future research. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70234 |
