Effects of implementing interactive videos in an online flipped classroom on preservice special education teachers
| dc.authorid | 0000-0002-2006-8737 | |
| dc.contributor.author | Arslantaş, Tuğba Kamalı | |
| dc.contributor.author | Başer, Derya | |
| dc.date.accessioned | 2025-10-15T11:06:57Z | |
| dc.date.available | 2025-10-15T11:06:57Z | |
| dc.date.issued | 2025 | |
| dc.department | Eğitim Fakültesi | |
| dc.description.abstract | This study investigates the impact of an online flipped classroom model, enriched with interactive videos, on preservice special education teachers' self-efficacy in using assistive technologies (AT) for visual impairment, their adoption of video-based learning, and their perceptions of interactive videos as effective learning tools. Addressing challenges such as limited access to AT tools and faculty expertise, the study explores how video-based instructional approaches can enhance teacher preparation for inclusive education. A mixed-methods intervention was conducted with 64 preservice teachers enrolled in an AT course at a university in Türkiye. Quantitative data were collected through pre- and post- intervention self-efficacy scales and a post-intervention adoption scale, while qualitative insights were gathered from weekly reflection reports and a final open-ended questionnaire. Results revealed a significant increase in preservice teachers' self-efficacies following the intervention. In addition, participants reported high levels of adoption of video-based learning, particularly in terms of perceived usefulness, enjoyment, ease of use, and intention to continue using interactive videos, suggesting a positive perception toward the integration of such tools in educational contexts. Qualitative findings reinforced the effectiveness of integrating interactive videos within an online flipped classroom to build AT-related competencies. The study offers practical implications for teacher education and suggests avenues for future research. | |
| dc.identifier.doi | 10.1111/ejed.70234 | |
| dc.identifier.issn | 01418211 | |
| dc.identifier.issue | 4 | |
| dc.identifier.scopus | 2-s2.0-105015565951 | |
| dc.identifier.scopusquality | Q2 | |
| dc.identifier.uri | https://doi.org/10.1111/ejed.70234 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12451/14814 | |
| dc.identifier.volume | 60 | |
| dc.indekslendigikaynak | Scopus | |
| dc.institutionauthor | Arslantaş, Tuğba Kamalı | |
| dc.institutionauthorid | 0000-0002-6135-641X | |
| dc.language.iso | en | |
| dc.publisher | John Wiley and Sons Inc | |
| dc.relation.ispartof | European Journal of Education | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | info:eu-repo/semantics/closedAccess | |
| dc.subject | Assistive Technology | |
| dc.subject | Interactive Video | |
| dc.subject | Online Flipped Classroom | |
| dc.subject | Pre-service Teachers | |
| dc.subject | Visual Impairment | |
| dc.title | Effects of implementing interactive videos in an online flipped classroom on preservice special education teachers | |
| dc.type | Article |
