Using Backward Design for Flipped Learning Environments
| dc.contributor.author | Sadik, Olgun | |
| dc.contributor.author | Ergulec, Funda | |
| dc.date.accessioned | 2026-04-04T13:18:53Z | |
| dc.date.available | 2026-04-04T13:18:53Z | |
| dc.date.issued | 2023 | |
| dc.department | İnönü Üniversitesi | |
| dc.description.abstract | This chapter presents an “instructional design” course design in a teacher education program using student-centered strategies. The course is offered in all the Computer Education and Instructional Technology Departments in Turkey as part of the mandatory teacher education curriculum. In most higher education systems, offering courses at a conceptual level with limited real-life practices is a crucial weakness. Therefore, the course instructor aimed to create meaningful learning experiences through real-life practices for pre-service teachers. The participants included pre-service teachers from diverse backgrounds, including Syrian refugees and international students from other countries with no student-centered learning experience implemented in a learning management system and supported with digital tools. The instructor designed the course using the Understanding by Design Framework’s (UbD) “Backward Design” model and the “flipped learning” approach. The design case approach was used to share a detailed description of a design experience. The designer and the instructor experienced that student-centered design required serious planning and time. Creating meaningful goals based on UbD and teaching middle school students computer science have helped overcome pre-service teachers’ initial negative perceptions regarding the course design and practices. In order to design a successful student-centered course in a teacher education program, pre-service teachers’ preconceptions and environmental conditions should be carefully examined during the design process. © Springer Nature Switzerland AG 2023. | |
| dc.identifier.doi | 10.1007/978-3-319-17461-7_183 | |
| dc.identifier.endpage | 2562 | |
| dc.identifier.isbn | 978-331917461-7 | |
| dc.identifier.isbn | 978-331917460-0 | |
| dc.identifier.scopus | 2-s2.0-85208329257 | |
| dc.identifier.scopusquality | N/A | |
| dc.identifier.startpage | 2543 | |
| dc.identifier.uri | https://doi.org/10.1007/978-3-319-17461-7_183 | |
| dc.identifier.uri | https://hdl.handle.net/11616/107983 | |
| dc.indekslendigikaynak | Scopus | |
| dc.language.iso | en | |
| dc.publisher | Springer International Publishing | |
| dc.relation.ispartof | Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy | |
| dc.relation.publicationcategory | Kitap Bölümü - Uluslararası | |
| dc.rights | info:eu-repo/semantics/closedAccess | |
| dc.snmz | KA_Scopus_20250329 | |
| dc.subject | Backward design | |
| dc.subject | Computer science education | |
| dc.subject | Design case | |
| dc.subject | Flipped learning | |
| dc.subject | Instructional design | |
| dc.title | Using Backward Design for Flipped Learning Environments | |
| dc.type | Book Part |
