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The Implementation of Flipped-Learning in a Subject-Matter Course at University Level

Yıl 2022, Cilt: 20 Sayı: 2, 81 - 98, 28.06.2022
https://doi.org/10.18026/cbayarsos.1052218

Öz

Reaping the benefits that technology offers us and moving the courses to the outside of the class are important steps for fostering life-long learning. Within this context, in this study it was investigated how turning a traditionally lecture-type course into a flipped-learning environment can affect the motivation and satisfaction of the learners toward the course. To this end, within the scope of this mixed-method study ELT juniors at a state university in Turkey took one of the major subject-matter courses in a flipped-instruction model. Within this model, the course syllabus, course materials and practiceactivities were shared with the students online through a learning management system. The results revealed that the overall motivation and satisfaction levels of learners were quite high, and there was a significant effect of flipped instruction on learners’ self-efficacy for learning and performance. In-depth analyses of qualitative data highlighted the perceived benefits and weaknesses of the flipped learning process. Enhancing the content and instruction was found to be the most frequently stated suggestion for improvement by the learners.

Kaynakça

  • 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.
  • Aguayo Vergara, M., Bravo Molina, M., Nocetti de la Barra, A., Concha Sarabia, L., & Aburto Godoy, R. (2019). Students’ perspective on flipped classroom pedagogical approach in the learning of english as a foreign language. Revista Educación, 43(1), 97-113.
  • Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
  • Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283.
  • Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day (pp. 120-190). Washington DC: International Society for Technology in Education.
  • Brewer, R., & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34(4), 409-416.
  • Chang, S. C., & Hwang, G. J. (2018) Impacts of an Augmented Reality-Based Flipped Learning Guiding Approach on Students’ Scientific Project Performance and Perceptions. Computers & Education, 125, 226-239.
  • Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514-526.
  • Charmaz K. (2014). Constructing Grounded Theory. Thousand Oaks, CA: Sage Publications.
  • Chen Hsieh, J. S., Huang, Y.-M., & Wu, W.-C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190.
  • Chen, Y., Wang, Y., Kinshuk & Chen, N.-S. (2014). Is FLIP Enough? Or Should We Use the FLIPPED Model Instead? Computers and Education, 79, 16–27.
  • 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.
  • Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN. TechTrends, 57, 14–27.
  • Eryılmaz, M. (2012). Uyarlanabilir içerik ve uyarlanabilir gezinme kullanılan hiperortamların öğrencilerin başarıları doyumları ve bilişsel yüklenmelerine etkisi. Unpublished doctoral dissertation. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Evans, L., Bosch, M. L. V., Harrington, S., Schoofs, N., & Coviak, C. (2019). Flipping the classroom in health care higher education: a systematic review. Nurse educator, 44(2), 74-78.
  • Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209.
  • Fazal, M. & Navarrete, C. C. (2019). Can flipped learning work in online courses? Academic Exchange Quarterly, 23 (4), 1-10. Flipped Learning Network. (2014). The four pillars of F-L-I-PTM. Retrieved from https:// flippedlearning.org/definition-of-flipped-learning/
  • Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.
  • Garcia, T., & Pintrich, P. R. (1996). Assessing students’ motivation and learning strategies in the classroom context: The Motivated Strategies for Learning Questionnaire. In Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 319-339). Springer, Dordrecht.
  • Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47, 109-114.
  • Girgin, P., & Cabaroğlu, N. (2021). Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation. Cukurova University Faculty of Education Journal, 50(2), 858-876.
  • Glaser, B.G., & Strauss, A.L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine.
  • González-Gómez, D., Jeong, J. S., & Cañada-Cañada, F. (2019). Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments, 1-12.
  • Graziano, K. J. (2017). Peer teaching in a flipped teacher education classroom. TechTrends, 61(2), 121-129.
  • Ha, A. S., O’Reilly, J., Ng, J. Y., & Zhang, J. H. (2019). Evaluating the flipped classroom approach in Asian higher education: Perspectives from students and teachers. Cogent Education, 6(1), 1638147.
  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. A. (2013). A Review of Flipped Learning. Pearson: Flipped Learning Network.
  • Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC medical education, 18(1), 1-12.
  • Hoshang, S., Hilal, T.A. & Hilal, H.A. (2021). Investigating the Acceptance of Flipped Classroom and Suggested Recommendations. Procedia Computer Science, 184, 411–418.
  • Inan, N. K., Balakrishnan, K., & Refeque, M. (2019). Flipping perceptions, engagements and realities: A case study. Turkish Online Journal of Distance Education, 20(1), 208-222.
  • Karabatak, S., & Polat, H. (2019). The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies, 1-21.
  • Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411
  • Karaoğlan Yılmaz, F. G. (2021). An investigation into the role of course satisfaction on students’ engagement and motivation in a mobile‐assisted learning management system support flipped classroom. Technology, Pedagogy and Education, 1-20.
  • Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
  • Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open, 5(3), 1-17.
  • Lincoln I.S. & Guba E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications.
  • Lucke, T., Dunn, P. K., & Christie, M. (2017). Activating learning in engineering education using ICT and the concept of ‘Flipping the classroom’. European Journal of Engineering Education, 42(1), 45-57.
  • McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education. Issues in Educational Research, 26(2), 332-350.
  • McNally, B., Chipperfield, J., Dorsett, P.;, Del Fabbro, L., Frommolt, V., Goetz, S., Lewohl, J., Molineux, M., Pearson, A. & Reddan, G. (2017). Flipped Classroom Experiences: Student Preferences and Flip Strategy in a Higher Education Context. Higher Education, 73, 281–298.
  • O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
  • Pintrich, P. R., Smith, D. A., Garcia, T. ve McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Michigan: The University of Michigan.
  • Pozo-Sanchez, S., Lopez-Belmonte, Fuentes-Cabrera, A., & Lopez-Nunez, J. (2021). Twitch as a technopedagogical resource to complement the flipped learning methodology in a time of academic uncertainty. Sustainability, 13(9), 1-13.
  • Prince, M. (2004). Does active learning work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231.
  • Rasheed, R.A., Kamsin, A. & Abdullah, N. (2020). Challenges in the Online Component of Blended Learning: A Systematic Review. Computers & Education, 144, 1-17.
  • Robinson, C. D., Scott, W., Gottfried, M. A. (2019). Taking it to the next level: A field experiment to improve instructor-student relationships in college. AERA Open, 5(1), 1–15.
  • Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5), 32-49.
  • Shyr, W. J., & Chen, C. H. (2018). Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance. Journal of Computer Assisted Learning, 34(1), 53-62.
  • Simonson, S. R. (2017). To flip or not to flip: What are the questions? Education Sciences, 7(3), 71, 1-10.
  • Sosa Díaz, M.J., Guerra Antequera, J. & Cerezo Pizarro, M. (2021). Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction. Education Sciences, 11, 416, 1-17.
  • Tse, W. S., Choi, L. Y., & Tang, W. S. (2019). Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398.
  • Xiu, Y. & Thompson, P. (2020). Flipped University Class: A Study of Motivation and Learning. Journal of Information Technology Education, 19, 42-63.
  • Wanner, T. & Palmer, E. (2015). Personalising Learning: Exploring Student and Teacher Perceptions about Flexible Learning and Assessment in a Flipped University Course. Computers & Education, 88, 354–369.
  • Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior 70, 251–260.
  • Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of Self-Regulation of Learning and Performance. New York, NY: Routledge.

Ters Yüz Edilmiş Öğrenmenin Üniversite Düzeyinde Temel Alan Derslerinden Birinde Uygulanmasi

Yıl 2022, Cilt: 20 Sayı: 2, 81 - 98, 28.06.2022
https://doi.org/10.18026/cbayarsos.1052218

Öz

Teknolojinin bize sunabileceği avantajlardan yararlanmak ve dersleri sınıf dışına taşımak yaşam boyu öğrenmeyi teşvik etmede önemli adımlar olabilir. Bu bağlamda, mevcut çalışmada, geleneksel anlatım tarzı bir dersi ters yüz öğrenme ortamına dönüştürmenin, öğrencilerin derse yönelik motivasyonunu ve memnuniyetini nasıl etkileyebileceği araştırılmıştır. Bu amaçla, karma yöntemle uygulanan bu çalışma kapsamında, Türkiye'deki bir devlet üniversitesindeki İngiliz Dili Eğitimi öğrencilerine temel alan derslerinden biri ters yüz öğretim modelinde sunulmuştur. Bu model kapsamında ders izlencesi, ders materyalleri ve uygulama etkinlikleri bir öğrenme yönetim sistemi aracılığıyla çevrimiçi olarak öğrencilerle paylaşılmıştır. Sonuçlar, öğrencilerin genel olarak motivasyon ve memnuniyet düzeylerinin oldukça yüksek olduğunu ve ters yüz öğretimin öğrencilerin öğrenme ve performans öz-yeterliği üzerinde önemli bir etkisi olduğunu ortaya koymaktadır. Nitel verilerin derinlemesine analizleri, ters yüz öğrenme sürecinin algılanan yararları ve zayıflıklarının altını çizmiştir. İçerik ve yönergelerin iyileştirilmesi ise öğrencilerin en sık belirttiği gelişim önerisi olarak ortaya çıkmıştır.

Kaynakça

  • 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.
  • Aguayo Vergara, M., Bravo Molina, M., Nocetti de la Barra, A., Concha Sarabia, L., & Aburto Godoy, R. (2019). Students’ perspective on flipped classroom pedagogical approach in the learning of english as a foreign language. Revista Educación, 43(1), 97-113.
  • Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
  • Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283.
  • Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day (pp. 120-190). Washington DC: International Society for Technology in Education.
  • Brewer, R., & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34(4), 409-416.
  • Chang, S. C., & Hwang, G. J. (2018) Impacts of an Augmented Reality-Based Flipped Learning Guiding Approach on Students’ Scientific Project Performance and Perceptions. Computers & Education, 125, 226-239.
  • Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514-526.
  • Charmaz K. (2014). Constructing Grounded Theory. Thousand Oaks, CA: Sage Publications.
  • Chen Hsieh, J. S., Huang, Y.-M., & Wu, W.-C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190.
  • Chen, Y., Wang, Y., Kinshuk & Chen, N.-S. (2014). Is FLIP Enough? Or Should We Use the FLIPPED Model Instead? Computers and Education, 79, 16–27.
  • 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.
  • Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN. TechTrends, 57, 14–27.
  • Eryılmaz, M. (2012). Uyarlanabilir içerik ve uyarlanabilir gezinme kullanılan hiperortamların öğrencilerin başarıları doyumları ve bilişsel yüklenmelerine etkisi. Unpublished doctoral dissertation. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Evans, L., Bosch, M. L. V., Harrington, S., Schoofs, N., & Coviak, C. (2019). Flipping the classroom in health care higher education: a systematic review. Nurse educator, 44(2), 74-78.
  • Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209.
  • Fazal, M. & Navarrete, C. C. (2019). Can flipped learning work in online courses? Academic Exchange Quarterly, 23 (4), 1-10. Flipped Learning Network. (2014). The four pillars of F-L-I-PTM. Retrieved from https:// flippedlearning.org/definition-of-flipped-learning/
  • Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.
  • Garcia, T., & Pintrich, P. R. (1996). Assessing students’ motivation and learning strategies in the classroom context: The Motivated Strategies for Learning Questionnaire. In Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 319-339). Springer, Dordrecht.
  • Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47, 109-114.
  • Girgin, P., & Cabaroğlu, N. (2021). Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation. Cukurova University Faculty of Education Journal, 50(2), 858-876.
  • Glaser, B.G., & Strauss, A.L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine.
  • González-Gómez, D., Jeong, J. S., & Cañada-Cañada, F. (2019). Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments, 1-12.
  • Graziano, K. J. (2017). Peer teaching in a flipped teacher education classroom. TechTrends, 61(2), 121-129.
  • Ha, A. S., O’Reilly, J., Ng, J. Y., & Zhang, J. H. (2019). Evaluating the flipped classroom approach in Asian higher education: Perspectives from students and teachers. Cogent Education, 6(1), 1638147.
  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. A. (2013). A Review of Flipped Learning. Pearson: Flipped Learning Network.
  • Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC medical education, 18(1), 1-12.
  • Hoshang, S., Hilal, T.A. & Hilal, H.A. (2021). Investigating the Acceptance of Flipped Classroom and Suggested Recommendations. Procedia Computer Science, 184, 411–418.
  • Inan, N. K., Balakrishnan, K., & Refeque, M. (2019). Flipping perceptions, engagements and realities: A case study. Turkish Online Journal of Distance Education, 20(1), 208-222.
  • Karabatak, S., & Polat, H. (2019). The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies, 1-21.
  • Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411
  • Karaoğlan Yılmaz, F. G. (2021). An investigation into the role of course satisfaction on students’ engagement and motivation in a mobile‐assisted learning management system support flipped classroom. Technology, Pedagogy and Education, 1-20.
  • Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
  • Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open, 5(3), 1-17.
  • Lincoln I.S. & Guba E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications.
  • Lucke, T., Dunn, P. K., & Christie, M. (2017). Activating learning in engineering education using ICT and the concept of ‘Flipping the classroom’. European Journal of Engineering Education, 42(1), 45-57.
  • McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education. Issues in Educational Research, 26(2), 332-350.
  • McNally, B., Chipperfield, J., Dorsett, P.;, Del Fabbro, L., Frommolt, V., Goetz, S., Lewohl, J., Molineux, M., Pearson, A. & Reddan, G. (2017). Flipped Classroom Experiences: Student Preferences and Flip Strategy in a Higher Education Context. Higher Education, 73, 281–298.
  • O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
  • Pintrich, P. R., Smith, D. A., Garcia, T. ve McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Michigan: The University of Michigan.
  • Pozo-Sanchez, S., Lopez-Belmonte, Fuentes-Cabrera, A., & Lopez-Nunez, J. (2021). Twitch as a technopedagogical resource to complement the flipped learning methodology in a time of academic uncertainty. Sustainability, 13(9), 1-13.
  • Prince, M. (2004). Does active learning work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231.
  • Rasheed, R.A., Kamsin, A. & Abdullah, N. (2020). Challenges in the Online Component of Blended Learning: A Systematic Review. Computers & Education, 144, 1-17.
  • Robinson, C. D., Scott, W., Gottfried, M. A. (2019). Taking it to the next level: A field experiment to improve instructor-student relationships in college. AERA Open, 5(1), 1–15.
  • Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5), 32-49.
  • Shyr, W. J., & Chen, C. H. (2018). Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance. Journal of Computer Assisted Learning, 34(1), 53-62.
  • Simonson, S. R. (2017). To flip or not to flip: What are the questions? Education Sciences, 7(3), 71, 1-10.
  • Sosa Díaz, M.J., Guerra Antequera, J. & Cerezo Pizarro, M. (2021). Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction. Education Sciences, 11, 416, 1-17.
  • Tse, W. S., Choi, L. Y., & Tang, W. S. (2019). Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398.
  • Xiu, Y. & Thompson, P. (2020). Flipped University Class: A Study of Motivation and Learning. Journal of Information Technology Education, 19, 42-63.
  • Wanner, T. & Palmer, E. (2015). Personalising Learning: Exploring Student and Teacher Perceptions about Flexible Learning and Assessment in a Flipped University Course. Computers & Education, 88, 354–369.
  • Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior 70, 251–260.
  • Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of Self-Regulation of Learning and Performance. New York, NY: Routledge.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Burcu Varol Bu kişi benim 0000-0002-6345-6430

Suzan Kavanoz 0000-0001-7458-4684

Yayımlanma Tarihi 28 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 20 Sayı: 2

Kaynak Göster

APA Varol, B., & Kavanoz, S. (2022). The Implementation of Flipped-Learning in a Subject-Matter Course at University Level. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 20(2), 81-98. https://doi.org/10.18026/cbayarsos.1052218