Purpose: The purpose of this study was to deliver ‘introduction to special education’ using flipped learning for pre-service general educators, and to examine learning outcomes and experiences. Method: A total of 105 college students participated (58 in the experimental group and 47 in the control group). The flipped learning course was redesigned based on the ADDIE model. Learning outcomes were measured through a questionnaire survey on perception of inclusive education, self-directed learning abilities, and problem solving skills, and analyzed using ANCOVA. For the learning experiences, a content analysis was conducted using reflection logs from the experimental group. Results: Results showed improvements in learners’ awareness of inclusive education, self-directed learning abilities, and problem solving skills when compared with control group. In addition, topics such as creating divergent thinking about inclusive education and teaching students with disabilities, enhancing understanding of learning content, inducing active participation in learning, and forming self-directed learning habits were derived. Conclusion: Based on the findings, implications for further research and practices in special education introductory courses applying flipped learning were provided.
|Number of pages||29|
|Journal||Korean Journal of Physical, Multiple and Health Disabilities|
|State||Published - 2021|
Bibliographical notePublisher Copyright:
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- Instructional design
- Pre-service general education teachers
- Teacher education