Abstract:

The manifestation of the alterations witnessed across various domains consequent to the pandemic took shape as remote instruction within the realm of education. In this process, mostly the flipped learning model was adopted. This approach was implemented during the pandemic, when education was purely online, and after face to face education was reinitiated. However, learners’ readiness in learning environments has not been adequately researched. Hence, it was aimed to scrutinize the learner readiness in the flipped learning model in both online and blended instruction systems. The time-series method was utilized in the research. The study sample was assigned with the criterion sampling method. The study group included 51 pre-service teachers. The data were gathered at the start and end of the 2020 fall term and the end of the 2021 fall semester. Findings demonstrated that readiness, learner-control, internet self-efficacy and online communication self-efficacy levels of the students were similar. Notably, computer self-efficacy and motivation scores exhibited increments. On the other hand, it was found that the self-directed learning and ease of use parameters exhibited decreases. It was revealed that the ease of use decreased over time. The study findings would raise the understanding the learner readiness within the framework of flipped learning, both in fully online and blended formats, thereby enriching the educational discourse

Keywords: