Videos or Zoom? Using a flipped classroom approach to facilitate PST online learning

The COVID-19 pandemic and the immediate shift to online learning for higher education and K-12 created an immediate need for conversations surrounding acceptable online pedagogy. This paper focuses on how higher education instructors, specifically teacher educators, can use a flipped classroom approach to structure course content and prepare pre-service teachers to teach online using both synchronous and asynchronous virtual teaching strategies. Elements of the flipped classroom include: creating engaging teaching content; assigning low-stakes, incentive viewing tasks; using formative assessment to clarify and provide feedback; and classroom application to make content meaningful. Strategies for creating asynchronous, pre-recorded content in addition to engaging learners in synchronous instruction through F2F or virtual platforms are included. A vignette of a teacher education course redesign outlines how the model was used both to teach course content and prepare future teachers to implement the strategy in their own classrooms.