Learning analytics and flipped learning in online teaching for supporting preservice teachers’ learning of quantitative research methods

Research methods, including those of a quantitative nature, are an important part preservice teacher training in Finland. However, research methods considered challenging, often feared, and even hated among teachers. This may be due to previous negative experiences emotions associated with their use, which also influence other aspects learning such as self-regulation, self-efficacy, orientations. Given circumstances, new ways teach support the needed. Here, we investigate orientations, teachers (N = 38) enrolled online course incorporating analytics flipped approach. Dispositional data from five measurement points were used, analyzed via descriptive statistics, internal consistency (Cronbach alpha), bootstrapped paired sample t-test (between first final point), profiles based on mean. The results demonstrate that this teaching context, teachers’ time management skills can improved, task avoidance, anxiety, boredom towards decreased. meaning these context perspective examined, limitations implications study.