The Potential and Prospect for a MOOC-based Flipped Classroom Model in Turkish Higher Education in relation to Professional Teacher Development
Keywords:
Flipped Classroom, EFL learners, Pre-service English Language Teachers, MOOC, Connectivism, Teacher educationAbstract
The flipped classroom (FC) model and Massive Open Online Courses (MOOCs) have in recent years attracted great interest for teaching in higher education institutions. They have also been the subject of considerable attention in the literature. However, a critical review of the existing literature reveals the need for different approaches and initiatives regarding FC and MOOCs. Therefore, the present study aimed to find out the effect of a MOOC-based FC model on pre-service English language teachers' academic achievement. It also attempted to explore the perceptions of pre-service English language teachers based on their MOOC and FC experiences. The results showed that there was no significant statistical difference between the experimental group and the control group in terms of their academic performance. However, the study lays out a model with conceptual and methodological tools and provides educators with a conceptual framework built around new combinations of classroom teaching and self-paced/online studies. Therefore, as a complement to traditional face-to-face instruction, the MOOC-based FC model could be considered useful for the training of future teachers.
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