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Journals / Turkish Online Journal of Distance Education / 2020 / Cilt: 21 - Sayı: 4

EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH

Tarik TALAN
Veli BATDI
Pages
31–67
Publication Date
2020-10-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting.
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Key Findings & Data:For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic).
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Conclusion & Impact:The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Flipped classroom model · multi-complementary approach · meta-analysis

Abstract

This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

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Cite This Article

TALAN, T., BATDI, V. (2020). EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH. Turkish Online Journal of Distance Education, Cilt: 21 - Sayı: 4, 31–67. https://ajindex.com/articles/138450

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References (7)

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