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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
Language: English
Authors: Tugba Kamali-Arslantas (ORCID 0000-0002-6135-641X), Derya Baser (ORCID 0000-0002-2006-8737)
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
FullText Text:
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  Data: Effects of Implementing Interactive Videos in an Online Flipped Classroom on Preservice Special Education Teachers
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  Data: <searchLink fieldCode="AR" term="%22Tugba+Kamali-Arslantas%22">Tugba Kamali-Arslantas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6135-641X">0000-0002-6135-641X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Derya+Baser%22">Derya Baser</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2006-8737">0000-0002-2006-8737</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(4).
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22Interactive+Video%22">Interactive Video</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
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  Data: 10.1111/ejed.70234
– Name: ISSN
  Label: ISSN
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2025
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  Data: EJ1490065
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        Value: 10.1111/ejed.70234
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Interactive Video
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Assistive Technology
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Usability
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      – SubjectFull: Intention
        Type: general
      – SubjectFull: Turkey
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    Titles:
      – TitleFull: Effects of Implementing Interactive Videos in an Online Flipped Classroom on Preservice Special Education Teachers
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            NameFull: Tugba Kamali-Arslantas
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            NameFull: Derya Baser
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