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Digital Content Design for the Flipped Classroom Model: Example of Biology Lesson

Year 2023, Volume: 11 Issue: 21, 335 - 355, 21.03.2023
https://doi.org/10.18009/jcer.1246524

Abstract

This study aimed to explain the design and development process of digital contents that can be used in the flipped classroom-based biology teaching. The research and development method was adopted in the study. The content validity index (CVI) was calculated within the framework of expert opinions on the digital contents. The results indicated that the digital contents had content validity in the context of all criteria (CVI>0.83). The suitability of the digital contents to the EBA platform, easily access by students, and the problem-free downloading were determined by the pre-application. As a result of the study, information and suggestions were presented on the benefits of interactive content that allows students to focus on the learning material by interacting, and that the Lumi and H5P programs are preferred in the digital content development process.

References

  • 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. https://doi.org/10.1080/07294360.2014.934336
  • Alruwaili, T. (2016, June). Investigating student motivation and expectation on attitude toward flipped learning. Proceedings of the 1st Annual Higher Education Flipped Learning Conference, Greeley, Colorado.
  • Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341–358.
  • Baker, J. W. (2016, June). The origins of “the classroom flip.” Proceedings of the 1st Annual Higher Education Flipped Learning Conference, Greeley, Colorado.
  • Bergmann, J., Overmyer, J., & Wilie, J. (2012). The flipped classroom: Myths vs reality. The Daily Riff: Be Smarter about Education.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day (1st ed.). Eugene, Oregon: ISTE: International society for technology in education.
  • Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. 2013 ASEE Annual Conference & Exposition, 23–1200.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.
  • Fernández-Martín, F.-D., Romero-Rodríguez, J.-M., Gómez-García, G., & Ramos Navas-Parejo, M. (2020). Impact of the flipped classroom method in the mathematical area: A systematic review. Mathematics, 8(12), 2162.
  • Flipped Learning Network (FLN). (2014). The four pillars of FLIP.
  • Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20–24.
  • Gücükoğlu, B., Ceylan, D. Y., & Dursun, Z. (2013, December). Etkileşimli tahta için arayüz tasarımı ve içerik geliştirme: Coğrafya dersi örneği. XVIII. Türkiye’de İnternet Konferansı.
  • Hartini, S., & Mahtari, S. (2018). Developing of physics learning material based on scientific literacy to train scientific process skills. Journal of Physics: Conference Series, 1097(1), 012032.
  • İşçi, T.G. & Yazıcı, K. (2023). The effect of the use of the flipped learning model in the social studies course on the students’ academic success and higher-order thinking skills. International e-Journal of Educational Studies, 7 (13), 46-64. https://doi.org/10.31458/iejes.1216865
  • Johnson, D. (2012). Power up!: Taking charge of online learning. Educational Leadership, 70(3), 84–85.
  • Kırmızıoğlu, H. A., & Adıgüzel, T. (2019). Ters yüz sınıf modelinin lise seviyesinde uygulanması: Kimya dersi örneği. D.Akgündüz (Ed.), Fen ve matematik eğitiminde teknolojik yaklaşımlar içinde (92–114). Ankara: Anı Yayıncılık.
  • Koçdar, S., Karadeniz, A., Bozkurt, A., & Büyük, K. (2017). Açık ve uzaktan öğrenmede sorularla zenginleştirilmiş etkileşimli video kullanımı. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 18(2), 93–113. Lumi. (2022). Main page. https://app.lumi.education/.
  • Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–386.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı [MEB-TTKB]. (2022). Elektronik eğitim içerikleri: Genel bakış. Ankara: Elektronik Eğitim İçerikleri Daire Başkanlığı.
  • Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
  • Papsch, F. (2022). Interactive H5P-Inhalte mit Lumi. Digital Unterrichten: Biologie, 2022(6), 12.
  • Polit, D. F., Beck, C. T., & Owen, S. v. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459–467.
  • Richey, R. C., & Klein, J. D. (2005). Developmental research methods: Creating knowledge from instructional design and development practice. Journal of Computing in Higher Education, 16(2), 23.
  • Şimşek, N. (2015). Çağdaş eğitim sorunları karşısında yeni bir eğitim ortamı etkileşimli video. Ankara University Journal of Faculty of Educational Sciences (JFES), 27(1), 195–210.
  • Singleton, R., & Charlton, A. (2020). Creating H5P content for active learning. Pacific Journal of Technology Enhanced Learning, 2(1), 13–14.
  • Uğur, S., & Okur, M. R. (2016). Açık ve uzaktan öğrenmede etkileşimli video kullanımı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(4), 104–126.
  • Wilson, A. D. (2016). The flipped approach: The use of embedded questions in math videos [Unpublished master's thesis]. The University of Texas at El Paso.

Ters Yüz Sınıf Modeline Yönelik Dijital İçerik Tasarımı: Biyoloji Dersi Örneği

Year 2023, Volume: 11 Issue: 21, 335 - 355, 21.03.2023
https://doi.org/10.18009/jcer.1246524

Abstract

Bu araştırmada ters yüz sınıf modeline dayalı biyoloji öğretiminde kullanılabilecek dijital içeriklerin tasarım ve geliştirme sürecinin aktarılması amaçlanmıştır. Araştırma ve geliştirme yönteminin benimsendiği çalışmada dijital içeriklere ilişkin uzman görüşleri çerçevesinde kapsam geçerliliği indeksi (KGİ) hesaplanmış ve sonuçlar içeriklerin tüm kriterler bağlamında kapsam geçerliliğinin olduğuna işaret etmiştir (KGİ>0.83). Ön uygulama ile dijital içeriklerin EBA platformuna uygunluğu, yüklenmesinin sorunsuz oluşu, öğrencilerin kolaylıkla erişim sağladığı sonuçlarına ulaşılmıştır. Çalışma sonucunda dijital içerik geliştirme için Lumi ve H5P uygulamalarının tercih edilebileceği, etkileşim kurularak dikkatin öğrenme materyalinde toplanmasına olanak sağlayan, aktif katılımı teşvik eden etkileşimli içeriklerin faydalarına ilişkin bilgi ve öneriler sunulmuştur.

References

  • 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. https://doi.org/10.1080/07294360.2014.934336
  • Alruwaili, T. (2016, June). Investigating student motivation and expectation on attitude toward flipped learning. Proceedings of the 1st Annual Higher Education Flipped Learning Conference, Greeley, Colorado.
  • Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341–358.
  • Baker, J. W. (2016, June). The origins of “the classroom flip.” Proceedings of the 1st Annual Higher Education Flipped Learning Conference, Greeley, Colorado.
  • Bergmann, J., Overmyer, J., & Wilie, J. (2012). The flipped classroom: Myths vs reality. The Daily Riff: Be Smarter about Education.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day (1st ed.). Eugene, Oregon: ISTE: International society for technology in education.
  • Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. 2013 ASEE Annual Conference & Exposition, 23–1200.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.
  • Fernández-Martín, F.-D., Romero-Rodríguez, J.-M., Gómez-García, G., & Ramos Navas-Parejo, M. (2020). Impact of the flipped classroom method in the mathematical area: A systematic review. Mathematics, 8(12), 2162.
  • Flipped Learning Network (FLN). (2014). The four pillars of FLIP.
  • Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20–24.
  • Gücükoğlu, B., Ceylan, D. Y., & Dursun, Z. (2013, December). Etkileşimli tahta için arayüz tasarımı ve içerik geliştirme: Coğrafya dersi örneği. XVIII. Türkiye’de İnternet Konferansı.
  • Hartini, S., & Mahtari, S. (2018). Developing of physics learning material based on scientific literacy to train scientific process skills. Journal of Physics: Conference Series, 1097(1), 012032.
  • İşçi, T.G. & Yazıcı, K. (2023). The effect of the use of the flipped learning model in the social studies course on the students’ academic success and higher-order thinking skills. International e-Journal of Educational Studies, 7 (13), 46-64. https://doi.org/10.31458/iejes.1216865
  • Johnson, D. (2012). Power up!: Taking charge of online learning. Educational Leadership, 70(3), 84–85.
  • Kırmızıoğlu, H. A., & Adıgüzel, T. (2019). Ters yüz sınıf modelinin lise seviyesinde uygulanması: Kimya dersi örneği. D.Akgündüz (Ed.), Fen ve matematik eğitiminde teknolojik yaklaşımlar içinde (92–114). Ankara: Anı Yayıncılık.
  • Koçdar, S., Karadeniz, A., Bozkurt, A., & Büyük, K. (2017). Açık ve uzaktan öğrenmede sorularla zenginleştirilmiş etkileşimli video kullanımı. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 18(2), 93–113. Lumi. (2022). Main page. https://app.lumi.education/.
  • Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–386.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı [MEB-TTKB]. (2022). Elektronik eğitim içerikleri: Genel bakış. Ankara: Elektronik Eğitim İçerikleri Daire Başkanlığı.
  • Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
  • Papsch, F. (2022). Interactive H5P-Inhalte mit Lumi. Digital Unterrichten: Biologie, 2022(6), 12.
  • Polit, D. F., Beck, C. T., & Owen, S. v. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459–467.
  • Richey, R. C., & Klein, J. D. (2005). Developmental research methods: Creating knowledge from instructional design and development practice. Journal of Computing in Higher Education, 16(2), 23.
  • Şimşek, N. (2015). Çağdaş eğitim sorunları karşısında yeni bir eğitim ortamı etkileşimli video. Ankara University Journal of Faculty of Educational Sciences (JFES), 27(1), 195–210.
  • Singleton, R., & Charlton, A. (2020). Creating H5P content for active learning. Pacific Journal of Technology Enhanced Learning, 2(1), 13–14.
  • Uğur, S., & Okur, M. R. (2016). Açık ve uzaktan öğrenmede etkileşimli video kullanımı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(4), 104–126.
  • Wilson, A. D. (2016). The flipped approach: The use of embedded questions in math videos [Unpublished master's thesis]. The University of Texas at El Paso.
There are 27 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

Hüseyin Cihan Bozdağ 0000-0001-6735-7096

İsa Gökler 0000-0002-4463-3809

Early Pub Date March 14, 2023
Publication Date March 21, 2023
Submission Date February 2, 2023
Acceptance Date March 9, 2023
Published in Issue Year 2023 Volume: 11 Issue: 21

Cite

APA Bozdağ, H. C., & Gökler, İ. (2023). Ters Yüz Sınıf Modeline Yönelik Dijital İçerik Tasarımı: Biyoloji Dersi Örneği. Journal of Computer and Education Research, 11(21), 335-355. https://doi.org/10.18009/jcer.1246524

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