University of Oulu

Sointu, E. T., Valtonen, T., Hirsto, L., Kankaanpää, J., Saarelainen, M., Mäkitalo, K., Smits, A. & Manninen, J. (2019). Teachers as users of ICT from the student perspective in higher education flipped classroom classes. Seminar.Net, 15(1), 1-15. Retrieved from

Teachers as users of ICT from the student perspective in higher education flipped classroom classes

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Author: Sointu, Erkko T.1; Valtonen, Teemu2; Hirsto, Laura2;
Organizations: 1School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland
2School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
3Department of Applied Physics, University of Eastern Finland, Kuopio, Finland
4Faculty of Education, University of Oulu, Oulu, Finland
5Education innovation and ICT research group, Windesheim University, Zwolle, the Netherlands
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.4 MB)
Persistent link:
Language: English
Published: Lillehammer University College, 2019
Publish Date: 2019-10-25


The use of information and communication technology (ICT) is important in today’s higher education. ICT has a central role in the skill set students are expected to master during their studies. The fast development of technology poses both possibilities and challenges for teachers. This paper is part of a larger project aimed at implementing the flipped classroom (FC) model and supporting ICT integration in higher education. In this project, teachers receive systematic support for implementing the FC model. The aim of this paper is to investigate how students assess their teachers’ knowledge of pedagogy, content and technology before and after a course using the FC model. In total, 317 students responded to the pre-post-test surveys. The data were analyzed as a single group and separately for students in different year groups. Results indicate that there are statistically significant differences between the results of the pre-and post-tests. Students assess their teachers content-specific pedagogical skills and technological pedagogical skills in teaching their subject higher after the FC courses. Students also perceived their teachers as having more positive attitudes to using technology in teaching. It was found that the difference was more apparent in second-year and higher students. Students perceived FC positively in general.

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Series: International journal of media, technology & lifelong learning
ISSN: 1504-4831
ISSN-E: 1504-4831
ISSN-L: 1504-4831
Volume: 15
Issue: 1
Pages: 1 - 15
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This study was supported by the grant from Finnish Ministry of Education and Culture and Finnish [OKM/199/523/2016], and Suomen Akatemia/Academy of Finland [Grant 296799 and 273970].
Copyright information: © 2019 E. T. Sointu, T. Valtonen, L. Hirsto, J. Kankaanpää, M. Saarelainen, K. Mäkitalo, A. Smits & J. Manninen. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (, allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.