Student Teachers' Lived Experiences of an ODeL Flipped Instructional Design

Abstract

In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines the extent to which the ODeL flipped instructional design enhances student teachers' pedagogical content knowledge of economics. An explanatory mixed-methods design, a self-designed online survey, and blogs were employed for data collection. This article reported positive experiences of students exposed to the educational benefits of flipped class as a digital pedagogy to learn how to teach the subject. Furthermore, social interaction, building relationships, and student learning about the types of sources used to learn how to teach economics are vital for the success of the strategy. Finally, it contributes methodologically to the validation and reliability of an online data collection instrument for future data collection purposes. The findings of this study are limited to a small group of student teachers in the course Teaching Methodology of Economics.