The Effect of the Flipped Classroom Model on Learners’ Academic Achievement, Attitudes and Social Presence

Year 2018, Volume: 8 Issue: 1, 195 - 213, 13.02.2018

Abdülkadir Karadeniz

Abstract

Flipped learning reverses the traditional
teacher-centered understanding of education and provides a more active learning
experience. In the traditional understanding of education, the teaching of a
topic is carried out in a classroom setting using a teacher-centered approach,
while its assimilation is carried out by learners outside the classroom through
activities such as homework. The flipped learning approach is a model in which
learners study prepared content before courses, generally at their homes, and
assimilate the topic in the classroom through various activities. A
well-designed learning process enables learners to develop positive affective
attitudes and to increase their perception of social presence, which positively
affects academic achievement. This study aimed to design a face-to-face course
using the flipped classroom model and to investigate this course on learners’
academic achievement, their attitudes towards e-learning and their perception
of social presence in e-learning environments. This study was designed as a
pretest/posttest with no control group study. The results indicated that the
flipped classroom model has a significant effect on these three different
dependent variables. As a consequence, instead of the traditional face-to-face
learning model, educators can use the flipped classroom model in which learners
are more active and can get more support.

Keywords

Flipped classroom, academic achievement, social presence, e-learning attitudes

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