The effect of mobile-assisted Online Flipped Learning Method on pre-service teachers' information literacy skills and educational beliefs

In today's world, where the accessibility of information is increasing thanks to the development of technology and its transformative effect, the use of the education system is indispensable. Making use of technology in the learning experiences of students who are defined as digital natives, it has facilitated both the design of activities that are more suitable for their learning habits and the application of contemporary methods based on the constructivist approach. In addition, the pandemic process necessitated the application of constructivist methods in increasing the quality of distance education and increased the importance of research on these methods. In this context, the effect of online flipped learning experience supported by mobile application on information literacy skills and educational beliefs of pre-service teacher, which are among the most important skills of the information age, was examined. For this, a mobile application was developed in order to improve the information literacy skills of pre-service teacher and a distance education course was taught in accordance with the flipped learning method. A total of 74 pre-service teachers studying in the first year of Tokat Gaziosmanpaşa University Faculty of Education Guidance and Psychological Counseling program participated in the study, which was carried out in a four-week period. In the research, which was designed according to the quasi-experimental design model with the pretest-posttest control group, the pre-service teachers in the experimental group covered the information literacy topics with activities designed according to the mobile-assisted online flipped learning method, while the pre-service teachers in the control group taught the related topics online according to the traditional method. Before and after the experimental process, the information literacy and educational beliefs of the pre-service teachers in both groups were measured and the differences and changes between the groups were examined. In addition, the experiences of the pre-service teachers about the mobile-assisted online flipped learning method were examined through the focus group interview with the pre-service teachers in the experimental group. As a result of the research, it was determined that the information literacy and education belief scores of the pre-service teachers in the experimental group increased positively and there was a statistically significant difference in their scores. In addition, at the end of the experimental process, it was observed that the information literacy and belief in education scores of the pre-service teachers in the experimental group were higher than the control group. It was determined that the pre-service teachers in the experimental group liked the points related to the mobile application the most during the process, had fun in the process, had difficulties in raising the activities and in group work, and the process they experienced contributed to the learning processes in terms of self-confidence and teamwork, thus supporting the development of computer literacy in general and Web 2.0 skills in particular. Accordingly, it can be said that the flipped learning method can also be used in the distance education process, and the course conducted according to the mobile-assisted online flipped learning method improves the different skills of the pre-service teachers and contributes to the increase of their information literacy level and their educational beliefs.