SavedAdd your journal

Journals / Journal of Educational Technology and Online Learning / 2026 / Volume: 5 Issue: 1

Review of student opinions on blended educational implementations in the pandemic process: A case study

Barış Çukurbaşı(Manisa Celal Bayar Üniversitesi, Manisa Teknik Bilimler Meslek Yüksekokulu Bilgisayar Teknolojisi Bölümü)0000-0002-2856-2676
Pages
—
Publication Date
2022-01-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

As a result of the research, it was found that flipped classrooms and distance flipped classrooms are effective applications in students' learning, and pre-class videos are an important resource for students to come prepared for lessons and repeat the course.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study has aimed to examine student views and experiences related to distance education, flipped classroom, distance flipped classroom, and face-to-face learning activities carried out over the semester.
📊
Key Findings & Data:In this context, student opinions regarding mixed educational experiences in four courses planned and carried out over a semester were examined according to the blended education practices implemented by the Council of Higher Education with the fall semester of 2021-2022.
💡
Conclusion & Impact:As a result of the research, it was found that flipped classrooms and distance flipped classrooms are effective applications in students' learning, and pre-class videos are an important resource for students to come prepared for lessons and repeat the course.
🔬Design:Survey & Empirical Study
📍Scope:2021-2022 Verileri
⚙️Variables:flipped classroom · emergence remote teaching · distance flipped classroom

Abstract

The study has aimed to examine student views and experiences related to distance education, flipped classroom, distance flipped classroom, and face-to-face learning activities carried out over the semester. In this context, student opinions regarding mixed educational experiences in four courses planned and carried out over a semester were examined according to the blended education practices implemented by the Council of Higher Education with the fall semester of 2021-2022. In the research planned as a case study, 42 students who studied in the first year of the vocational school computer programming associate program formed the working group. The opinion survey developed by the researcher was used. Content analysis and descriptive statistics were used in the analysis of the obtained data. As a result of the research, it was found that flipped classrooms and distance flipped classrooms are effective applications in students' learning, and pre-class videos are an important resource for students to come prepared for lessons and repeat the course.

🔖

Cite This Article

Çukurbaşı, B. (2022). Review of student opinions on blended educational implementations in the pandemic process: A case study. Journal of Educational Technology and Online Learning, Volume: 5 Issue: 1. https://doi.org/10.31681/jetol.1058283

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (22)

  1. Bergmann, J. and Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Colorado: International Society for Technology in Education.
  2. Bergmann, J., & Weddell, D. (2013). To flip or not to flip? Learning & Leading With Technology, 39(8), s. 6-8. http://www.learningandleading-digital.com/learning_leading/20120607?pg=8#pg8
  3. CHE. (2021). Üniversitelerdeki kovid-19 tedbirlerini ve eğitim süreçlerinin çerçevesini belirledi [Determined the covid-19 measures and the framework of education processes in universities]. Yükseköğretim Kurulu Başkanlığı [Council of Higher Education[: https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/yok-ten-covid-19-tedbirlerine-yonelik-uygulama-rehberleri.aspx
  4. Cohen, J. (1960). A Coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), s. 37-46. doi:https://doi.org/10.1177/001316446002000104
  5. Creswell, J. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE Publications.
  6. Daniel, S. (2020). Education and the COVID-19 pandemic. Prospects, 49, s. 91-96. doi:https://doi.org/10.1007/s11125-020-09464-3
  7. Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16, s. 179-186. doi:10.1039/C4RP00230J
  8. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, M. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE REVIEW: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  9. Jaster, R. W. (2017). Student and instructor perceptions of a flipped college algebra classroom. International Journal of Teaching and Learning in Higher Education, 29(1), s. 1-16. http://www.isetl.org/ijtlhe/pdf/IJTLHE2323.pdf
  10. Jeong, J. S., Gonzalez-Gomez, D., & Canada-Canada, F. (2016). Students' perceptions and emotions toward learning in a flipped general science classroom. Journal of Science Education and Technology, 25(5), s. 747-758. doi:10.1007/s10956-016-9630-8
  11. Jia, C., Hew, K., Bai, S., & Huang, W. (2021). Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement. Journal of Research on Technology in Education, Early Release. doi: https://doi.org/10.1080/15391523.2020.1847220
  12. Long, T., Logan, J., & Waugh, M. (2016). Students' perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252. https://doi.org/10.1007/s11528-016-0045-4
  13. Ma, W., & Luo, Q. (2021). Pedagogical practice and students’ perceptions of fully online flipped instruction during COVID-19. Oxford Review of Education, Early Release. doi:https://doi.org/10.1080/03054985.2021.1994382
  14. Mason, G., Schuman, T., and Cook, K. (2013). Inverting (Flipping) Classrooms - Advantages and Challenges. 120th ASEE Annual Conference & Exposition, Atalanta.
  15. Merriam, S. (2009). Qualitative research: a guide to design and implementation. San Francisco: Jossey-Bass.
  16. Montacute, R., & Holt-White, E. (2021). Covid-19 and the University Experience. London: The Sutton Trust. https://dera.ioe.ac.uk/37749/1/Covid-19-and-the-University-Experience.pdf
  17. Mooring, S. R., Mitchell, C. E., & Burrows, N. L. (2016). Evaluation of a flipped, large-enrollment organic chemistry course on student attitude and achievement. Journal of Chemical Education, 93(12), s. 1972-1983. doi:10.1021/acs.jchemed.6b00367
  18. Sanandaji, A., & Ghanbartehrani, S. (2021). An evaluation of online flipped instruction methods during the COVID-19 pandemic. Journal of Information Technology Case and Application Research, 23(1), s. 46-67. doi:https://doi.org/10.1080/15228053.2021.1901360
  19. Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), s. 347-358. doi:https://doi.org/10.1007/s10956-016-9683-8
  20. Yılmaz, Y., Karabulut, H., Uçar, A., & Uçar, K. (2021). Determination of the education technology competencies of special education teachers. European Journal of Special Education Research, 7(2), s. 71-83. doi:http://dx.doi.org/10.46827/ejse.v7i2.3734.
  21. Yu, Z. & Gao, M. (2022). Effects of video lenght on a flipped english classroom. SAGE Open, doi: https://doi.org/10.1177/21582440211068474
  22. Merriam, S. (2009). Qualitative research: a guide to design and implementation. San Francisco: Jossey-Bass.