Determining Visions Related to the Flipped Learning

At the end of the research, it was presented how the features of flipped learning model (basic features, positive features, negative features) and its application process (planning, material preparation, learning, teaching process, evaluation) is and various suggestions have been developed.

📌 3 Key Takeaways

🎯

Objective & Hypothesis:The purpose of this research is; to determine the views of academicians, teachers and students where the flipped learning model is applied.

📊

Key Findings & Data:The study group of the research consists of eight teachers who work in a private high school, five teaching members who work at a private university and 21 students who study at the same university.

💡

Conclusion & Impact:At the end of the research, it was presented how the features of flipped learning model (basic features, positive features, negative features) and its application process (planning, material preparation, learning, teaching process, evaluation) is and various suggestions have been developed.

🔬Design:Modeling & Simulation

📍Scope:Comprehensive Sample

⚙️Variables:ters yüz öğrenme modeli · flipped learning · öğretim üyesi görüşleri

Abstract

The purpose of this research is; to determine the views of academicians, teachers and students where the flipped learning model is applied. In this research, the case study was adopted from the qualitative research designs. The study group of the research consists of eight teachers who work in a private high school, five teaching members who work at a private university and 21 students who study at the same university. In data analysis, the content analysis method is used. The data are coded separately by the researchers and the obtained codes are organized by the researchers and collected under the themes. And the themes presented in tables form. At the end of the research, it was presented how the features of flipped learning model (basic features, positive features, negative features) and its application process (planning, material preparation, learning, teaching process, evaluation) is and various suggestions have been developed.

Özet

Bu araştırmanın amacı; ters yüz öğrenme modeli uygulanan okullardaki öğretmen ve öğrenci ve akademisyenlerin bu model hakkındaki görüşlerini belirlemektir. Araştırmada nitel araştırma desenlerinden durum çalışması deseni benimsenmiştir. Araştırmanın çalışma grubunu özel bir ortaöğretim kurumunda görev yapan sekiz öğretmen, özel bir üniversitede görev yapan beş öğretim üyesi ve yine aynı üniversitede öğrenim gören 21 öğrenci oluşturmaktadır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Elde edilen temalar tablolar halinde sunulmuştur. Araştırma sonunda ters yüz öğrenme modelinin özellikleri (temel özellikler, olumlu özellikler, olumsuz özellikler) ve uygulama sürecinin (planlama, materyal hazırlama, öğrenme öğretme süreci, değerlendirme) nasıl işlediği ortaya konulmuş ve çeşitli öneriler geliştirilmiştir.

Keywords

ters yüz öğrenme modeli flipped learning öğretim üyesi görüşleri öğrenci merkezli eğitim öğretmen görüşleri öğrenci görüşleri flipped learning model student-centered education lecturers’ visions teachers’ visions students’ visions

🔖

Cite This Article

ŞAHİN, Ş., BOYACI, Z., ÖKMEN, B., DANİŞMAN, Ş., HASIRCI, H. M. E., KILIÇ, A. (2020). Determining Visions Related to the Flipped Learning. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, Cilt: 18 - Sayı: 3, 62–84. https://ajindex.com/articles/69437

📄 Full Text PDF Viewer

Open in New Tab ↗

↗New Tab

📄

PDF görüntüleyici hazırlanıyor...

References (11)

Abeysekera, L., ve Dawson, P. (2015). Motivation and cognitive load in the flippedclassroom: Definition, rationale and a call for research. Higher Education Research ve Development, 34(1), 1-14.
Arslan, S., ve Gelişli, Y. (2015). Algılanan Öz-düzenleme Ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Dergisi, 5(3), 67-74.
Baepler, P., Walker, J. D., ve Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers ve Education, 78, 227–236.
Barber, W. (2015). Building community in flipped classrooms: A narrative exploration of digital moments in online learning. Proceedings of the International Conference on e-Learning, ICEL. Beaten, M., Struyven, K., ve Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education?. Studies in Educational Evaluation, 39, 14-22.
Bergmann, J., ve Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE / ASCD. Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi (Yayımlanmamış yüksek lisans tezi), Afyon Kocatepe Üniversitesi,
Sosyal Bilimler Enstitüsü, Afyon. Brown, S. W., ve King, F. B. (2000). Constructivist pedagogy and how we learn: Educational psychology meets international studies. International Studies Perspectives, 1, 245–254.
Chen, S., She, J., Kameda, H., ve Ohno, S. (2015). Implementation and evaluation of flipped classroom in Chinese language course. Proceedings of the Multidisciplinary Academic Conference, 1-8.
Chen, H., ve Summers, K. L. (2015). Developing, using, and interacting in the flipped learning movement: Gaps among subject areas. International Review of Research in Open and Distributed Learning, 16(3), 41-64.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary Mathematics classroom. Journal of Educators Online, 12(1), 1-115.
Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. The IAFOR Journal of Education, 3(1), 171-186.
Demir, S. (2009). İlköğretim Okullarında 1-5. Sınıflarda Yapılandırmacılık Yaklaşımına Göre Oluşturulan Eğitim Programlarının Uygulanmasında Öğretmen ve Yöneticilerin Karşılaştığı Sorunlar (Gaziantep İli Örneği). Yayınlanmamış yüksek lisans tezi, Gaziantep Üniversitesi Sosyal Bilimler Enstitüsü, Gaziantep. Demiralay, R. (2014). Evd