The Flipped Classroom Learning Together with Reflection Instructional to Enhance Instructional Design Ability of Students in an Instructional Design Course

Abstract

This study aimed to 1) develop a flipped classroom and reflective instruction to develop student teachers’ ability in instructional design and management in an instructional design course, 2) examine the results of the developed instruction, and 3) investigate the components and related processes in students’ design process. It was found that the student teachers could best design their instruction if they had sufficient knowledge, did the job by themselves at every step, applied their experience, presented their design to peers, listened to others’ comments to improve their design, and received guidance from the instructors. The important activities were understanding the foundation of design and management in instruction, teaching methods, teaching approaches, and unit plan design. After using this approach 38% of the student teachers can design and manage their instruction at a good level while 20% are at a very good level. As for the student teachers’ instruction design component and process, we found 3 key components and 8-stage process. These components are active learning, teaching, and design instructional tasks. While the process includes studying from listening and reading, designing learning activities, designing the unit plan, presentation, and feedback, reflective teaching, improving teaching and learning, improving knowledge, and the use of improved knowledge.