Maximizing Millennial's Mindsets through Multimodal Multimedia Design
Abstract: The purpose of this study was to examine the effects of a implementing a blended/flipped learning environment on pre-service teachers’ metacognitive strategies. The investigators employed a within-subject design with one dependent variable: the blended/flipped classroom or lecture-based instructional model and three independent: (1) various multimodal, multimedia tools, (2) metacognitive skills, and (3) self-efficacy. The participants were 116 pre-service teachers (undergraduate and graduate students) at a Mid-western university. The study results demonstrated that there were indeed statistically significant differences between students’ abilities regarding innovation, metacognition and use of multimodal, multimedia tools and that the differences were statistically significant in the blended flipped classroom model as opposed to the traditional model.