International Journal of Education in Mathematics, Science and Technology
This study examines digital competency (DigComp) as a crucial component of twenty-first century t... more This study examines digital competency (DigComp) as a crucial component of twenty-first century teachers. It investigates pre-service teachers’ level of DigComp from their perspective, and whether they felt their preparation programme qualified them for digital education. One hundred forty student teachers in their final year of majoring in either art education or kindergarten at a public university in Saudi Arabia participated. Data was collected via an online survey that included five DigComp areas: information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. Significant differences were found between the two groups: the communication and collaboration domain had the highest mean in both groups (152.47+19.39; 139.40+ 17.79); while the safety domain had the lowest mean score in both groups (16.48+2.62; 15.06+3.35). Results showed that 77.1% of pre-service teachers rated their DigComp as excellent and 22.9% rated it as modera...
Self-directed learning has been recognized as one of the new pedagogical approaches of the 21st c... more Self-directed learning has been recognized as one of the new pedagogical approaches of the 21st century. Many studies evidence the critical role of the flipped learning model in enhancing students' self-directed learning skills. This study aimed at examining the impact of the application of the flipped learning model on prompting pre-service teachers' self-directed learning skills at the Kindergarten Department of the College of Education at King Faisal University in Saudi Arabia. A quasi-experimental design with one group was implemented. A purposeful sample of forty-three female student teachers who enrolled in the "Introduction to Kindergarten" course participated in the study. Data were gathered using a 44-item questionnaire that was distributed pre-and post-flipped learning classes. The results indicated the effectiveness of flipped learning pedagogy on the development of student teachers' self-directed learning skills. The study sample showed a statistically significant higher mean level of self-directed learning (4.51+0.13) compared to their score before the flipped learning classes (3.13+0.25). The study's results confirm the conclusion of related literature concerning the positive impact of practicing flipped learning pedagogy on developing learners' self-directed learning skills. Furthermore, it is in line with the call for the integration of non-traditional teaching strategies, e.g., flipped learning pedagogy, in Saudi higher education, advocating students' self-directed learning and independent learning. Thus, there is a need for encouraging teacher educators to integrate flipped learning into their teaching practice.
International Journal of Education in Mathematics, Science and Technology
This study examines digital competency (DigComp) as a crucial component of twenty-first century t... more This study examines digital competency (DigComp) as a crucial component of twenty-first century teachers. It investigates pre-service teachers’ level of DigComp from their perspective, and whether they felt their preparation programme qualified them for digital education. One hundred forty student teachers in their final year of majoring in either art education or kindergarten at a public university in Saudi Arabia participated. Data was collected via an online survey that included five DigComp areas: information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. Significant differences were found between the two groups: the communication and collaboration domain had the highest mean in both groups (152.47+19.39; 139.40+ 17.79); while the safety domain had the lowest mean score in both groups (16.48+2.62; 15.06+3.35). Results showed that 77.1% of pre-service teachers rated their DigComp as excellent and 22.9% rated it as modera...
Self-directed learning has been recognized as one of the new pedagogical approaches of the 21st c... more Self-directed learning has been recognized as one of the new pedagogical approaches of the 21st century. Many studies evidence the critical role of the flipped learning model in enhancing students' self-directed learning skills. This study aimed at examining the impact of the application of the flipped learning model on prompting pre-service teachers' self-directed learning skills at the Kindergarten Department of the College of Education at King Faisal University in Saudi Arabia. A quasi-experimental design with one group was implemented. A purposeful sample of forty-three female student teachers who enrolled in the "Introduction to Kindergarten" course participated in the study. Data were gathered using a 44-item questionnaire that was distributed pre-and post-flipped learning classes. The results indicated the effectiveness of flipped learning pedagogy on the development of student teachers' self-directed learning skills. The study sample showed a statistically significant higher mean level of self-directed learning (4.51+0.13) compared to their score before the flipped learning classes (3.13+0.25). The study's results confirm the conclusion of related literature concerning the positive impact of practicing flipped learning pedagogy on developing learners' self-directed learning skills. Furthermore, it is in line with the call for the integration of non-traditional teaching strategies, e.g., flipped learning pedagogy, in Saudi higher education, advocating students' self-directed learning and independent learning. Thus, there is a need for encouraging teacher educators to integrate flipped learning into their teaching practice.
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Papers by Badiah alnasib