Enhancing ICT Skills and Self-directed Learning Behaviors of Pre-Service Teachers through System of Flipped Classroom Blended Learning Approach

Abstract

The purposes of this research were to 1) develop a system of flipped classroom blended learning approach, 2) study the appropriate of system of flipped classroom blended learning approach, 3) study ICT skills of pre-service teachers before and after learning through the system of flipped classroom blended learning approach, and 4) study self-directed learning behaviors of pre-service teachers before and after learning through the system of flipped classroom blended learning approach. The samples were 29 of first year pre-service teachers selected by cluster sampling. The research instruments included the system of flipped classroom blended learning approach, an ICT skills cognitive and practical skills test and an assessment of self-directed learning behaviors. All of the instruments were verified by 9 experts. Data were analyzed by the mean, standard deviation, and t-test for dependent sample. The research results were as follows: 1) the developed system of flipped classroom blended learning approach that is suitable for enhancing ICT skills and self-directed learning behaviors had a combination of 60 percent online activities, and 40 percent class activities (60:40). The learning process included 8 steps: (1) introducing a lesson, (2) pre-testing, (3) self-paced learning, (4) doing tasks, (5) class sharing, (6) demonstrating and practicing, (7) post-testing, and (8) concluding a lesson; 2) the system of flipped classroom blended learning approach was approved by 9 experts at the highest level all items and mean of score was 4.87; 3) ICT skills of pre-service teachers after learning through the system of flipped classroom blended learning approach were higher than before learning at the .05 level of statistical significance; and 4) self-directed learning behaviors of pre-service teachers after learning through the system of flipped classroom blended learning approach were higher than before learning at the .05 level statistical significance.