IDEAS home Printed from https://ideas.repec.org/a/gam/jmathe/v8y2020i2p148-d311422.html
   My bibliography  Save this article

An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom

Author

Listed:
  • Daniel Moreno

    (Facultad de Educación, Universidad Internacional de La Rioja, 26006 La Rioja, Spain)

  • Alicia Palacios

    (Facultad de Educación, Universidad Internacional de La Rioja, 26006 La Rioja, Spain)

  • Álvaro Barreras

    (Facultad de Educación, Universidad Internacional de La Rioja, 26006 La Rioja, Spain)

  • Virginia Pascual

    (Facultad de Educación, Universidad Internacional de La Rioja, 26006 La Rioja, Spain)

Abstract

The aim of this research is to determine the impact of perceived Teachers’ Digital Competence (TDC) on how well math teachers prepare the educational videos needed to put the flipped classroom model into practice. In preparing the videos, the teachers had to select pre-existing audiovisual material and then edit the content to adapt it to the flipped classroom. Described here is a non-experimental study of a sample of 50 teachers pursuing a Master’s degree in Secondary School Math Education in Spain. This is a preliminary univariate descriptive study of the relationship between TDC and the quality of videos prepared. Possible correlations between these two variables and between the characteristics of the sample are also explored. In general, the teachers had an intermediate level of TDC and prepared satisfactory videos. Nevertheless, the videos were deficient in the sections related to their pedagogical and math instructional components. No correlation was observed between TDC and the quality of the videos prepared. These results indicate that the integration of technological, pedagogical, and math instructional components is more important for developing quality instructional videos than the technological component alone. Teacher training should incorporate elements which emphasize the application of technology to the pedagogical process of math instruction.

Suggested Citation

  • Daniel Moreno & Alicia Palacios & Álvaro Barreras & Virginia Pascual, 2020. "An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom," Mathematics, MDPI, vol. 8(2), pages 1-16, January.
    • Handle: RePEc:gam:jmathe:v:8:y:2020:i:2:p:148-:d:311422
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2227-7390/8/2/148/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2227-7390/8/2/148/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    2. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    3. Adam Butt, 2014. "Student Views On The Use Of A Flipped Classroom Approach: Evidence From Australia," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 33-43.
    4. Marian Buil-Fabregá & Matilde Martínez Casanovas & Noemí Ruiz-Munzón & Walter Leal Filho, 2019. "Flipped Classroom as an Active Learning Methodology in Sustainable Development Curricula," Sustainability, MDPI, vol. 11(17), pages 1-15, August.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Natanael Karjanto & Maxima Joyosa Acelajado, 2022. "Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms," Sustainability, MDPI, vol. 14(19), pages 1-18, September.
    2. Fritz Dresselhaus & Jessika A. Bohlmann & Roula Inglesi-Lotz, 2015. "Assessing the impact of just-in-time methodology, in-lecture activities, and tutor-assisted post-lecture activities in the course experience of first year students in Economics at the University of Pr," Working Papers 562, Economic Research Southern Africa.
    3. Hosam El-Sawy, 2018. "Flipping EFL University Classes with Blackboard System," English Language Teaching, Canadian Center of Science and Education, vol. 11(2), pages 1-31, February.
    4. Samah Ahmad, 2016. "The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension," English Language Teaching, Canadian Center of Science and Education, vol. 9(9), pages 166-166, September.
    5. Jung Eon Kwon & Hyung Rok Woo, 2017. "The Impact of Flipped Learning on Cooperative and Competitive Mindsets," Sustainability, MDPI, vol. 10(1), pages 1-15, December.
    6. Rafael Ferreira dos Santos & Lilia Ribeiro Guerra & Bruno Leal Alves & Selma Ribeiro de Paiva & Ana Lafetá Cabral & Helena C. Castro* & Ana Joffily*, 2018. "Teaching Biotechnology: A Demand Still to be Fully Attended," Journal of Biotechnology Research, Academic Research Publishing Group, vol. 4(4), pages 13-18, 04-2018.
    7. De Villiers, Rouxelle & Hess, Alexandra Claudia, 2018. "Melding traditional and progressive andragogy in marketing education, using the hermeneutic competency development strategy," Australasian marketing journal, Elsevier, vol. 26(2), pages 140-156.
    8. Lisbeth Amhag, 2017. "Mobile-Assisted Seamless Learning Activities in Higher Distance Education," International Journal of Higher Education, Sciedu Press, vol. 6(3), pages 1-70, August.
    9. Rita A. Balaban & Donna B. Gilleskie & Uyen Tran, 2016. "A quantitative evaluation of the flipped classroom in a large lecture principles of economics course," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 269-287, October.
    10. Becker, Ralf & Proud, Steven, 2018. "Flipping quantitative tutorials," International Review of Economics Education, Elsevier, vol. 29(C), pages 59-73.
    11. Giorgio Di Pietro & Federico Biagi & Patricia Costa & Zbigniew Karpinski & Jacopo Mazza, 2020. "The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets," JRC Research Reports JRC121071, Joint Research Centre.
    12. Yi-Chen Lai & Li-Hsun Peng, 2019. "Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education," Sustainability, MDPI, vol. 12(1), pages 1-27, December.
    13. Rushan Ziatdinov & James R. Valles, 2022. "Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics," Mathematics, MDPI, vol. 10(3), pages 1-16, January.
    14. Wei Chen & Sadiah Binti Baharom & Sopia Binti Md Yassin, 2023. "Does Flipped Classroom Approach Impact on Foreign Language Classroom Anxiety of First-year Chinese Urban-rural Pre-service Teachers?," World Journal of English Language, Sciedu Press, vol. 13(7), pages 430-430, September.
    15. Jayendra S. Gokhale, 2021. "Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course," International Journal of Contemporary Education, Redfame publishing, vol. 4(1), pages 13-23, April.
    16. Núñez-Canal, Margarita & de Obesso, Mª de las Mercedes & Pérez-Rivero, Carlos Alberto, 2022. "New challenges in higher education: A study of the digital competence of educators in Covid times," Technological Forecasting and Social Change, Elsevier, vol. 174(C).
    17. Monica Banzato & Francesca Coin, 2019. "Self-Efficacy in Multimodal Narrative Educational Activities: Explorative Study in a Multicultural and Multilingual Italian Primary School," Media and Communication, Cogitatio Press, vol. 7(2), pages 148-159.
    18. Jia Suo & Xiuying Hou, 2017. "A Study on the Motivational Strategies in College English Flipped Classroom," English Language Teaching, Canadian Center of Science and Education, vol. 10(5), pages 1-62, May.
    19. Lombardini, Chiara & Lakkala, Minna & Muukkonen, Hanni, 2018. "The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs," International Review of Economics Education, Elsevier, vol. 29(C), pages 14-28.
    20. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jmathe:v:8:y:2020:i:2:p:148-:d:311422. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.