KaydedilenlerDerginizi ekleyin

Dergiler / Journal of Educational Technology and Online Learning / 2022 / Cilt: 5 - Sayı: 1

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

Barış ÇUKURBAŞI
Sayfa
66–83
Yayın Tarihi
2022-01-31
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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 Maddede Bu Makale

🎯
Amaç & Hipotez: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.
📊
Temel Bulgular & Veri: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.
💡
Sonuç & Katkı: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.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2021-2022 Verileri
⚙️Değişkenler: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.

🔖

Bu Makaleye Atıf Yap

ÇUKURBAŞI, B. (2022). Review of student opinions on blended educational implementations in the pandemic process: A case study. Journal of Educational Technology and Online Learning, Cilt: 5 - Sayı: 1, 66–83. https://ajindex.com/articles/776043

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  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. 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
  2. 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
  3. 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
  4. Creswell, J. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE Publications. Daniel, S. (2020). Education and the COVID-19 pandemic. Prospects, 49, s. 91-96. doi:https://doi.org/10.1007/s11125-020-09464-3
  5. 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 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
  6. 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
  7. 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
  8. 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
  9. Long, T., Logan, J., & Waugh, M. (2016). Students' perceptions of the value of using videos as a pre-class learning experie