SavedAdd your journal

Journals / Açıköğretim Uygulamaları ve Araştırmaları Dergisi / 2015 / Cilt: 1 - Sayı: 2

-

Sosyal medyanın öğrenme süreçlerinde kullanımı: ters-yüz edilmiş öğrenme yaklaşımına ilişkin öğrenen görüşleri

Yrd. Doç. Dr. Tülay Görü DOĞAN
Pages
24–48
Publication Date
2015-08-10
DOI
—
🏛️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)

This study can direct researchers, educators and institutions about how to design educational and communicative environments using flipped learning approach

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study focuses on how social media could be used more efficiently in learning processes within Flipped Learning.
📊
Key Findings & Data:The study is designed as an action research.
💡
Conclusion & Impact:This study can direct researchers, educators and institutions about how to design educational and communicative environments using flipped learning approach
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Ters-yüz edilmiş öğrenme yaklaşımı · sosyal medya · eylem araştırması

Abstract

This study focuses on how social media could be used more efficiently in learning processes within Flipped Learning. The study is designed as an action research. In this context, learners’ experience about an undergraduate compulsory class, which is supported with social media, is observed and opinions about the flipped learning method are taken. The participants of the study are selected through purposeful sampling. The data are gathered via semi-structured interviews. This study can direct researchers, educators and institutions about how to design educational and communicative environments using flipped learning approach

Özet

Bu çalışma, ters-yüz edilmiş öğrenme yaklaşımı çerçevesinde sosyal medyanın öğrenme süreçlerinde nasıl daha etkin ve verimli bir biçimde kullanılabileceğine odaklanmaktadır. Çalışma, nitel bir eylem araştırması olarak desenlenmiştir. Bu bağlamda, çalışmada öğrenenlerin zorunlu ve örgün bir lisans derisinin sosyal medya ile desteklenmesine ilişkin deneyimleri ile söz konusu dersin ters-yüz edilmiş öğrenme yaklaşımı ile yürütülmesine ilişkin görüşleri alınmıştır. Çalışmanın katılımcıları amaçlı örnekleme yöntemiyle seçilmiş ve yarı-yapılandırılmış görüşmeler aracılığıyla veri toplama süreci gerçekleştirilmiştir. Çalışma kapsamında alınan öğrenen görüşlerinin, ters-yüz edilmiş öğrenme yaklaşımı çerçevesinde bir derse yönelik iletişim ve öğrenme ortamlarının nasıl tasarlanması gerektiği konusunda ders yürütücülerine, araştırmacılara ve kurumlara yol gösterici nitelikte olabileceği düşünülmektedir.

🔖

Cite This Article

DOĞAN, Y. D. D. T. G. (2015). -. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, Cilt: 1 - Sayı: 2, 24–48. https://ajindex.com/articles/727924

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (14)

  1. Ardichvili, A. (2008). Learning and knowledge sharing in virtual communities of practice: Motivators, barriers, and enablers. Advances in Developing Human Resources, 10(4), 541-554.
  2. Arnold-Garza, S. (2014). The flipped classroom teaching model and its us efor information literacy instruction. Communications in Infromation Literacy, 8(1), 7-22.
  3. Baepler, P., Walker, J. D, & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms Computers & Education, 78(2014), 227- 236. Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24- 29. Berrett, D. (2014). How 'flipping' the classroom can improve the traditional lecture. The Education Digest, September (2012), 37-41.
  4. Bristol, T. J. (2014). Educate, excite, engage. Teaching and Learning in Nursing, 9, 43-46.
  5. Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33-43.
  6. Chiu, C. M., Hsu, M. H., & Wang, E. T. G. (2006). Understanding knowledge sharing in virtual communities: An integration of social capital and social cognitive theories. Decision Support Systems, 42, 1872-1888.
  7. Demski, J. (2013). 6 Expert tips for flipping the classroom. Campus Technology, 26(5), 32- 37. Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
  8. Friedman, L. W., & Friedman, H. H. (2013). Using social media technologies to enhance online learning. Journal of Educators, 10(1), 1-22.
  9. Gaughan, J. E. (2014). The flipped classroom in world history. The History Teacher, 47(2), 221-244.
  10. Hawks, S. J. (2014). The flipped classroom: now or never? Journal of the American Association of Nurse Anesthetists, 82(4), 264-269.
  11. Jacot, M. T., Noren, J., & Berge, Z. L. (2014). The flipped classroom in training and development: Fad or the future? International Society for Performance Improvement, 53(9), 23-28.
  12. LaFee, S. (2013). Flipped learning. The Education Digest, November (2013), 13-18.
  13. Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11.
  14. Mondahl, M., & Liana, R. (2014). Social media, collaboration and social learning: A case- study of foreign language learning. The Electronic Journal of e-Learning, 12(4), 339- 352. Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oak, CA: Sage. Puijenb