@article{article_434493, title={The flipped classroom approach in teaching writing: An action research}, journal={International Journal of Social Sciences and Education Research}, volume={4}, pages={421–432}, year={2018}, DOI={10.24289/ijsser.434493}, author={Güvenç, Gülper}, keywords={flipped classroom,blended learning and teaching,student-centred learning,action research,technology-enhanced learning}, abstract={<p class="MsoNormal" style="text-align:justify;"> <i> <span style="font-size:9pt;font-family:’Times New Roman’, serif;">The
aim of this study is to explore students’ perceptions on flipped classroom (FC)
approach, in which the role of school work and out-of-class content are reversed,
in writing lessons in contrast to conventional teaching in accordance with an
Action Research project. To achieve this, a 13-week plan was designed to
provide students with multimedia tools in writing lessons. Data were collected
from students’ regular self-reflections, teacher’s observational field notes
and a final student survey. Overall, the majority of the students reflected
positive feelings towards the method. On the other hand, the final survey
results showed that they rated this experience neutral mostly. </span> </i> <i> <span lang="tr" style="font-size:9pt;font-family:’Times New Roman’, serif;" xml:lang="tr"> </span> </i> </p> <p> <i> </i> </p> <i> </i>}, number={3}, publisher={Mahmut DEMİR}