International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(3) 121-137

Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers To Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence

Serkan Aslan

pp. 121 - 137   |  DOI: https://doi.org/10.29329/ijpe.2022.439.9   |  Manu. Number: MANU-2108-09-0002.R1

Published online: June 01, 2022  |   Number of Views: 14  |  Number of Download: 33


Abstract

The aim of this study was to investigate the effect of cooperative learning on the digital literacy self-efficacy, technopedagogical education competence, and 21st-century skills competence perceptions of prospective teachers based on the flipped classroom model. The research used an experimental pattern with pretest-posttest and a control group, which is one of the semi-experimental models. The participants were 68 prospective science teachers studying at the 2nd and 3rd grades at a public university in the 2019–2020 academic year. Three scales were used to develop the data collection tool for the study: a Digital Literacy Self-Efficacy Scale; a Technopedagogical Education Competence Scale, and a 21st-Century Skills Competence Perception Scale. The results showed that a cooperative learning model and a flipped classroom model were both significantly effective in developing the pre-service teachers’ skills. However, this study showed that cooperative learning used in conjunction with the flipped classroom model was more effective than the cooperative learning model used alone. It is recommended that technology-based student-centered models be used in teacher training programs.

Keywords: Cooperative/Collaborative Learning, Distance Education and Online Learning, Improving Classroom Teaching, Teaching/Learning Strategies, 21st Century Abilities


How to Cite this Article?

APA 6th edition
Aslan, S. (2022). Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers To Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence . International Journal of Progressive Education, 18(3), 121-137. doi: 10.29329/ijpe.2022.439.9

Harvard
Aslan, S. (2022). Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers To Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence . International Journal of Progressive Education, 18(3), pp. 121-137.

Chicago 16th edition
Aslan, Serkan (2022). "Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers To Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence ". International Journal of Progressive Education 18 (3):121-137. doi:10.29329/ijpe.2022.439.9.

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