The Impact of Digital Citizenship Instruction through Flipped Classroom Model on Various Variables

Abstract

With the advent of portable technological devices such as mobile phones and tablets, onlinelearning environments have become widespread at schools. This, in turn, has resulted inthe emergence of a new learning environment: flipped classrooms. The flipped classroomcould be defined as a modern learning environment where teaching content is presentedto students through online sources outside the school. The present study examined theimpact of digital citizenship instruction through the flipped classroom model on variousvariables such as learning performance, self-regulated learning, self-directed learning, andinformation literacy. The study employed a quasi-experimental research design in whichpre-tests and post-tests were applied to both research and control groups. The participantswere 59 teacher candidates who were freshman undergraduates at Bozok University.During a five-week implementation process, research group students performed certainactivities related to digital citizenship while the control group learned digital citizenship viatraditional methods. The results showed that the flipped classroom model had a significanteffect on only learning performance. No difference were observed between research andcontrol groups in terms of self-regulated learning, self-directed learning, and informationliteracy variables.