TY  - JOUR
T1  - The Effect of the Flipped Classroom Model on Learners’ Academic Achievement, Attitudes and Social Presence
AU  - Karadeniz, Abdülkadir
PY  - 2018
DA  - February
DO  - 10.18039/ajesi.393949
JF  - Anadolu Journal of Educational Sciences International
JO  - AJESI
PB  - Anadolu University
WT  - DergiPark
SN  - 2146-4014
SP  - 195
EP  - 213
VL  - 8
IS  - 1
LA  - en
AB  - Flipped learning reverses the traditionalteacher-centered understanding of education and provides a more active learningexperience. In the traditional understanding of education, the teaching of atopic is carried out in a classroom setting using a teacher-centered approach,while its assimilation is carried out by learners outside the classroom throughactivities such as homework. The flipped learning approach is a model in whichlearners study prepared content before courses, generally at their homes, andassimilate the topic in the classroom through various activities. Awell-designed learning process enables learners to develop positive affectiveattitudes and to increase their perception of social presence, which positivelyaffects academic achievement. This study aimed to design a face-to-face courseusing the flipped classroom model and to investigate this course on learners’academic achievement, their attitudes towards e-learning and their perceptionof social presence in e-learning environments. This study was designed as apretest/posttest with no control group study. The results indicated that theflipped classroom model has a significant effect on these three differentdependent variables. As a consequence, instead of the traditional face-to-facelearning model, educators can use the flipped classroom model in which learnersare more active and can get more support.
KW  - Flipped classroom
KW  - academic achievement
KW  - social presence
KW  - e-learning attitudes
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UR  - https://doi.org/10.18039/ajesi.393949
L1  - https://dergipark.org.tr/en/download/article-file/424046
ER  -