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Dergiler / IOJET / 2019 / Cilt: 6 - Sayı: 2

A NEW APPROACH IN HIGHER EDUCATION: THE PERCEPTIONS OF PRE-SERVICE TEACHERS RELATED TO FLIPPED LEARNING

Meral AKSU
Melike ÖZÜDOĞRU
Dergi
IOJET
Sayfa
295–316
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Their perceptionswere examined and discussed in detail.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The purpose of this study was to develop and implement flipped learning materials in thePrinciples and Methods of Instruction course and investigate the perceptions of pre-serviceteachers about flipped learning.
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Temel Bulgular & Veri:This study was conducted in the fall semester of 2017-2018for 11 weeks at a public university located in the Aegean Region in Turkey.
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Sonuç & Katkı:Their perceptionswere examined and discussed in detail.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2017 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The purpose of this study was to develop and implement flipped learning materials in thePrinciples and Methods of Instruction course and investigate the perceptions of pre-serviceteachers about flipped learning. This study was conducted in the fall semester of 2017-2018for 11 weeks at a public university located in the Aegean Region in Turkey. This studyemployed a mixed method research design. There were 30 pre-service teachers in the flippedlearning group. In the current study, student questionnaire and interview schedule wereimplemented. The data were analyzed by using descriptive statistical analysis techniques. Forthe analysis of the data, SPSS 22.0 was used and alpha level was determined as .05. The dataobtained from the interviews were analyzed by using both the content and descriptiveanalysis techniques. The findings of the study showed that pre-service teachers mostly hadpositive perceptions about flipped learning processes and materials. They agreed that flippedlearning supported and facilitated learning was effective in order to practice theoreticalknowledge and contributed to personal development and self-enhancement. Their perceptionswere examined and discussed in detail.

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Bu Makaleye Atıf Yap

AKSU, M., ÖZÜDOĞRU, M. (2022). A NEW APPROACH IN HIGHER EDUCATION: THE PERCEPTIONS OF PRE-SERVICE TEACHERS RELATED TO FLIPPED LEARNING. IOJET, Cilt: 6 - Sayı: 2, 295–316. https://ajindex.com/articles/542340

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Kaynakça (5)

  1. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. doi: 10.1080/07294360.2014.934336. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. doi: 10.1080/07294360.2014.934336. Alsancak-Sırakaya, D. (2015). Tersyüz sınıf modelinin akademik basari, öz-yönetimli öğrenme hazırbulunuşluğu ve motivasyon üzerine etkisi [The effect of flipped classroom model on academic achievement, self-directed learning readiness and motivation]. (Doctoral dissertation). Gazi University, Ankara.
  2. Aydin, B. (2016). Ters yüz sınıf modelinin akademik başarı, ödev/görev stres düzeyi ve öğrenme transferi üzerindeki etkisi [The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning]. (Master’s thesis). Süleyman Demirel University, Isparta. Aydin, G. (2016). Ters yüz sinif modelinin üniversite öğrencilerinin programlamaya yönelik tutum, öz-yeterlik algısı ve başarılarına etkisinin incelenmesi [The investigation of the effect of flipped classroom model on undergraduate students' attitude, self-efficacy and academic achievement towards programming]. (Master’s thesis). Dokuz Eylül University, İzmir.
  3. Baker, J. W. (2000). The classroom flip: Using web course management tools to become the guide by the side. In J. A. Chambers (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (pp. 9-17).
  4. Jacksonville, FL: Florida Community College at Jacksonville. Retrieved from http://www.classroomflip.com/files/classroom_flip_baker_2000.pdf
  5. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education. Berrett, D. (2012). How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How Flipping-the-Classroom/130857/ Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Proceedings of American Society for Engineering Education (ASEE) National Conference. Article retrieved from http://www.asee.org/public/conferences/20/ papers/6219/view Bormann, J. (2014). Affordances of flipped learning and its effec