The first principles of instruction: an examination of their impact on preservice teachers’ TPACK

Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and f...
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Autor*in:	Hall, Jacob A. [verfasserIn] Lei, Jing [verfasserIn] Wang, Qiu [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	First principles of instruction TPACK Flipped model Teacher education Factorial design

Übergeordnetes Werk:	Enthalten in: Educational technology research and development - Heidelberg : Springer, 1989, 68(2020), 6 vom: 12. Nov., Seite 3115-3142
Übergeordnetes Werk:	volume:68 ; year:2020 ; number:6 ; day:12 ; month:11 ; pages:3115-3142

Links:	Volltext

DOI / URN:	10.1007/s11423-020-09866-2

Katalog-ID:	SPR042214432

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520			\|a Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches.
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matchkey_str	article:15566501:2020----::hfrtrnilsfntutoaeaiainfhiipcop
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allfields	10.1007/s11423-020-09866-2 doi (DE-627)SPR042214432 (SPR)s11423-020-09866-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Hall, Jacob A. verfasserin aut The first principles of instruction: an examination of their impact on preservice teachers’ TPACK 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches. First principles of instruction (dpeaa)DE-He213 TPACK (dpeaa)DE-He213 Flipped model (dpeaa)DE-He213 Teacher education (dpeaa)DE-He213 Factorial design (dpeaa)DE-He213 Lei, Jing verfasserin aut Wang, Qiu verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 68(2020), 6 vom: 12. Nov., Seite 3115-3142 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:68 year:2020 number:6 day:12 month:11 pages:3115-3142 https://dx.doi.org/10.1007/s11423-020-09866-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 68 2020 6 12 11 3115-3142
spelling	10.1007/s11423-020-09866-2 doi (DE-627)SPR042214432 (SPR)s11423-020-09866-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Hall, Jacob A. verfasserin aut The first principles of instruction: an examination of their impact on preservice teachers’ TPACK 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches. First principles of instruction (dpeaa)DE-He213 TPACK (dpeaa)DE-He213 Flipped model (dpeaa)DE-He213 Teacher education (dpeaa)DE-He213 Factorial design (dpeaa)DE-He213 Lei, Jing verfasserin aut Wang, Qiu verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 68(2020), 6 vom: 12. Nov., Seite 3115-3142 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:68 year:2020 number:6 day:12 month:11 pages:3115-3142 https://dx.doi.org/10.1007/s11423-020-09866-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 68 2020 6 12 11 3115-3142
allfields_unstemmed	10.1007/s11423-020-09866-2 doi (DE-627)SPR042214432 (SPR)s11423-020-09866-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Hall, Jacob A. verfasserin aut The first principles of instruction: an examination of their impact on preservice teachers’ TPACK 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches. First principles of instruction (dpeaa)DE-He213 TPACK (dpeaa)DE-He213 Flipped model (dpeaa)DE-He213 Teacher education (dpeaa)DE-He213 Factorial design (dpeaa)DE-He213 Lei, Jing verfasserin aut Wang, Qiu verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 68(2020), 6 vom: 12. Nov., Seite 3115-3142 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:68 year:2020 number:6 day:12 month:11 pages:3115-3142 https://dx.doi.org/10.1007/s11423-020-09866-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 68 2020 6 12 11 3115-3142
allfieldsGer	10.1007/s11423-020-09866-2 doi (DE-627)SPR042214432 (SPR)s11423-020-09866-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Hall, Jacob A. verfasserin aut The first principles of instruction: an examination of their impact on preservice teachers’ TPACK 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches. First principles of instruction (dpeaa)DE-He213 TPACK (dpeaa)DE-He213 Flipped model (dpeaa)DE-He213 Teacher education (dpeaa)DE-He213 Factorial design (dpeaa)DE-He213 Lei, Jing verfasserin aut Wang, Qiu verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 68(2020), 6 vom: 12. Nov., Seite 3115-3142 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:68 year:2020 number:6 day:12 month:11 pages:3115-3142 https://dx.doi.org/10.1007/s11423-020-09866-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 68 2020 6 12 11 3115-3142
allfieldsSound	10.1007/s11423-020-09866-2 doi (DE-627)SPR042214432 (SPR)s11423-020-09866-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Hall, Jacob A. verfasserin aut The first principles of instruction: an examination of their impact on preservice teachers’ TPACK 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches. First principles of instruction (dpeaa)DE-He213 TPACK (dpeaa)DE-He213 Flipped model (dpeaa)DE-He213 Teacher education (dpeaa)DE-He213 Factorial design (dpeaa)DE-He213 Lei, Jing verfasserin aut Wang, Qiu verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 68(2020), 6 vom: 12. Nov., Seite 3115-3142 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:68 year:2020 number:6 day:12 month:11 pages:3115-3142 https://dx.doi.org/10.1007/s11423-020-09866-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 68 2020 6 12 11 3115-3142
language	English
source	Enthalten in Educational technology research and development 68(2020), 6 vom: 12. Nov., Seite 3115-3142 volume:68 year:2020 number:6 day:12 month:11 pages:3115-3142
sourceStr	Enthalten in Educational technology research and development 68(2020), 6 vom: 12. Nov., Seite 3115-3142 volume:68 year:2020 number:6 day:12 month:11 pages:3115-3142
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	First principles of instruction TPACK Flipped model Teacher education Factorial design
dewey-raw	370
isfreeaccess_bool	false
container_title	Educational technology research and development
authorswithroles_txt_mv	Hall, Jacob A. @@aut@@ Lei, Jing @@aut@@ Wang, Qiu @@aut@@
publishDateDaySort_date	2020-11-12T00:00:00Z
hierarchy_top_id	46190859X
dewey-sort	3370
id	SPR042214432
language_de	englisch
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author	Hall, Jacob A.
spellingShingle	Hall, Jacob A. ddc 370 bkl 80.03 misc First principles of instruction misc TPACK misc Flipped model misc Teacher education misc Factorial design The first principles of instruction: an examination of their impact on preservice teachers’ TPACK
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topic_title	370 ASE 80.03 bkl The first principles of instruction: an examination of their impact on preservice teachers’ TPACK First principles of instruction (dpeaa)DE-He213 TPACK (dpeaa)DE-He213 Flipped model (dpeaa)DE-He213 Teacher education (dpeaa)DE-He213 Factorial design (dpeaa)DE-He213
topic	ddc 370 bkl 80.03 misc First principles of instruction misc TPACK misc Flipped model misc Teacher education misc Factorial design
topic_unstemmed	ddc 370 bkl 80.03 misc First principles of instruction misc TPACK misc Flipped model misc Teacher education misc Factorial design
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title	The first principles of instruction: an examination of their impact on preservice teachers’ TPACK
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title_full	The first principles of instruction: an examination of their impact on preservice teachers’ TPACK
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title_sort	first principles of instruction: an examination of their impact on preservice teachers’ tpack
title_auth	The first principles of instruction: an examination of their impact on preservice teachers’ TPACK
abstract	Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches.
abstractGer	Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches.
abstract_unstemmed	Abstract The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. These non-significant differences suggest the First Principles of Instruction may be equally effective for designing flipped and face-to-face courses. We conclude the article by discussing implications for course design and detailing considerations for future research on flipped approaches.
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title_short	The first principles of instruction: an examination of their impact on preservice teachers’ TPACK
url	https://dx.doi.org/10.1007/s11423-020-09866-2
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author2	Lei, Jing Wang, Qiu
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doi_str	10.1007/s11423-020-09866-2
up_date	2024-07-04T01:17:59.808Z
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To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were 32 preservice teachers enrolled during the 2017 spring and fall semesters. Employing a 3-way mixed factorial research design, we measured participants’ technological, pedagogical, content knowledge (TPACK) outcomes in each group and compared the outcomes between the face-to-face and flipped groups. In both groups, preservice teachers’ self-perceptions and application of TPACK statistically significantly increased. The magnitude of the TPACK application results (F2F p < .001, d = 1.17; $ Flipped^{a} $p < .001, d = 1.97) strongly demonstrates the First Principles’ potential to frame effective course design. Further analyses revealed no statistically significant differences between groups’ TPACK outcomes. 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The first principles of instruction: an examination of their impact on preservice teachers’ TPACK

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