Is Reality in Conflict with Perception? The Impact of Technology-Enhanced Active Learning and Formative Assessment on the Formation of Pre-Service Teachers in the Social Sciences

Abstract

Active learning environments mediated by technologies in which learners assume ownership of their learning and receive daily feedback are gaining in popularity. Nevertheless, variables such as pre-service teachers’ learning gains and their perception towards these educational approaches have been little studied in the field of social science teaching. This quantitative study analyses to what extent (if any) an active methodology such as inquiry-based learning (IBL) supported by a Learning Analytics (LA)-based formative assessment process impacts on the academic achievement attained by 240 prospective teachers and their perception of the quality of the teaching–learning process compared to lecture-based teaching. Results show higher pre-service teachers’ performance in those lessons in which IBL supported by LA were used. However, the class dynamic and the lecturer’s role were rated lower by prospective teachers who used this methodology compared to those who attended lecture-based teaching classes. Results evidence that educational research should not only pay attention to the academic benefits of active methodologies, but also to the necessity of educating (future) teachers about these innovative approaches.

Keywords

• social science teaching
• pre-service teachers
• active learning
• learning analytics
• inquiry-based learning
• formative assessment