The role of flipped classroom models and web-based instruction in developing collaborative learning attitudes and learning strategies.

Introduction: This study aims to compare and analyze the effects of the flipped classroom model and web-based instruction on pre-service classroom teachers' attitudes toward cooperative learning and their learning strategies in the Life Science Teaching course. Methods: The study employed a quasi-experimental pretest-posttest control-group design. A total of 74 third-year pre-service classroom teachers participated in the study. The implementation lasted 6 weeks and included 18 hours of instruction. Data were analyzed by comparing the experimental and control groups in terms of cooperative learning attitudes and learning strategies. Results: The findings revealed that instruction based on the flipped classroom model was more effective than web-based instruction in improving pre-service classroom teachers' attitudes toward cooperative learning. In addition, both the flipped classroom model and web-based instruction were significantly more effective than the traditional teaching method used in the control group in developing students' learning strategies. Discussion: The results suggest that technology-supported instructional approaches, particularly the flipped classroom model, can contribute positively to cooperative learning attitudes and learning strategies in teacher education. These findings highlight the importance of integrating innovative and student-centered instructional models into teacher training programs.