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Ters Yüz Öğrenme Modeline İlişkin Görüşler

Year 2020, Volume: 18 Issue: 3, 62 - 84, 25.09.2020
https://doi.org/10.18026/cbayarsos.600312

Abstract

Bu araştırmanın amacı; ters yüz öğrenme modeli uygulanan okullardaki öğretmen ve öğrenci ve akademisyenlerin bu model hakkındaki görüşlerini belirlemektir. Araştırmada nitel araştırma desenlerinden durum çalışması deseni benimsenmiştir. Araştırmanın çalışma grubunu özel bir ortaöğretim kurumunda görev yapan sekiz öğretmen, özel bir üniversitede görev yapan beş öğretim üyesi ve yine aynı üniversitede öğrenim gören 21 öğrenci oluşturmaktadır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Elde edilen temalar tablolar halinde sunulmuştur. Araştırma sonunda ters yüz öğrenme modelinin özellikleri (temel özellikler, olumlu özellikler, olumsuz özellikler) ve uygulama sürecinin (planlama, materyal hazırlama, öğrenme öğretme süreci, değerlendirme) nasıl işlediği ortaya konulmuş ve çeşitli öneriler geliştirilmiştir.

References

  • Abeysekera, L., ve Dawson, P. (2015). Motivation and cognitive load in the flippedclassroom: Definition, rationale and a call for research. Higher Education Research ve Development, 34(1), 1-14.
  • Arslan, S., ve Gelişli, Y. (2015). Algılanan Öz-düzenleme Ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Dergisi, 5(3), 67-74.
  • Baepler, P., Walker, J. D., ve Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers ve Education, 78, 227–236.
  • Barber, W. (2015). Building community in flipped classrooms: A narrative exploration of digital moments in online learning. Proceedings of the International Conference on e-Learning, ICEL. Beaten, M., Struyven, K., ve Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education?. Studies in Educational Evaluation, 39, 14-22.
  • Bergmann, J., ve Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE / ASCD.
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi (Yayımlanmamış yüksek lisans tezi), Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyon.
  • Brown, S. W., ve King, F. B. (2000). Constructivist pedagogy and how we learn: Educational psychology meets international studies. International Studies Perspectives, 1, 245–254.
  • Chen, S., She, J., Kameda, H., ve Ohno, S. (2015). Implementation and evaluation of flipped classroom in Chinese language course. Proceedings of the Multidisciplinary Academic Conference, 1-8.
  • Chen, H., ve Summers, K. L. (2015). Developing, using, and interacting in the flipped learning movement: Gaps among subject areas. International Review of Research in Open and Distributed Learning, 16(3), 41-64.
  • Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary Mathematics classroom. Journal of Educators Online, 12(1), 1-115.
  • Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. The IAFOR Journal of Education, 3(1), 171-186.
  • Demir, S. (2009). İlköğretim Okullarında 1-5. Sınıflarda Yapılandırmacılık Yaklaşımına Göre Oluşturulan Eğitim Programlarının Uygulanmasında Öğretmen ve Yöneticilerin Karşılaştığı Sorunlar (Gaziantep İli Örneği). Yayınlanmamış yüksek lisans tezi, Gaziantep Üniversitesi Sosyal Bilimler Enstitüsü, Gaziantep.
  • Demiralay, R. (2014). Evde Ders Okulda Ödev Modelinin Benimsenmesi Sürecinin Yeniliğin Yayılımı Kuramı Çerçevesinde İncelenmesi. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Donovan, J. D., ve Lee, S. Y. (2015). How we flipped: Student and instructor reflections of a flipped-class model in a sensory evaluation laboratory course. NACTA Journal, 59(4), 335-342.
  • Egbert, J., Herman, D., ve Lee, H. (2015). Flipped instruction in English language teacher education: A design based study in a complex, open-ended learning environment. The Electronic Journal for English as a Second Language,19(2), 1-23.
  • Eisenhut, L. A., ve Taylor, C. E. (2015). In-class purposes of flipped mathematics educators. Journal of Mathematics Education at Teachers College, 6(2), 17-25.
  • Francl, T. J. (2014). Is flipped learning appropriate? Journal of Research in Innovative Teaching, 7(1), 119-128.
  • Fraenkel, J. R., ve Wallen, N. (2000). How to design and evaluate research in education. (4th ed.). NY: McGraw-Hill.
  • Gençer, B. G. (2015). Okullarda Ters-Yüz Sınıf Modelinin Uygulanmasına Yönelik Bir Vaka Çalışması (Yayımlanmamış yüksek lisans tezi), Bahçeşehir Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Green, T. (2015). Flipped classrooms: An agenda for innovative marketing education in the digital era. Marketing Education Review, 25(3), 179–191.
  • Gross, B., Hoffman, M., ve Burke, P. (2015). Flipped @ SBU: Student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 36-52.
  • Harvey, S. (2014). The “flipped” latin classroom: A case study. Classical World, 108(1), 117–127.
  • Heyborne, W. H., ve Perrett, J. J. (2016). To flip or not to flip? Analysis of a flipped classroom pedagogy in a general Biology course. Journal of College Science Teaching, 45(4), 31-37.
  • Hughes, G. (2007). Using blended learning to increase learner support and improve retention. Teaching in Higher Education, 12 (3), 349-363.
  • Hutchings, M., ve Quinney, A. (2015). The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: Responding to ‘the bomb in the basement’. The Electronic Journal of e-Learning, 13(2), 105-118.
  • Jingxiu, W., ve Jianguo, T. (2016). Flipping the college English test 6 writting class in the era of big data. CLaSIC, Singapore.
  • Joanne, C. S. M., ve Lateef, F. (2014). The flipped classroom: Viewpoints in Asian universities. Education in Medicine Journal, 6(4), 20-26.
  • Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology ve Society, 20(1), 211-221.
  • Lage, M. J., Platt, G. J., ve Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
  • McCallum, S., Schultz, J., Sellke, K., ve Spartz, J. (2015). An examination of the flipped classroom approach on college student academic involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42-55.
  • Miles, M. B., ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, California: Sage Publications.
  • Moravec M., Williams A., Aguilar R. N., ve O’Dowd D. K. (2010). Learn before lecture, a strategy that improves learning outcomes in a large introductory Biology class. CBE - Life Sciences Education, 9(4), 473-481.
  • Ojennus, D. D. (2016). Assessment of learning gains in a flipped Biochemistry classroom. Biochemistry and Molecular Biology Education, 44(1), 20–27.
  • Paris, C., ve Combs, B. (2000). Teachers' perspectives on what it means to be learner-centered. The Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Pintrich, P. R. (2000). The role of motivation in promoting and sustaining self regulated learning. International Journal Of Educational Research, 31(6), 459-470.
  • Pinnelli, S., ve Fiorucci, A. (2015). University and flipped learning TicveDil project: Framework and design. 12th International Conference on Cognition and Exploratory Learning in Digital Age, Italy.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Reyna, J. (2015). Active learning and the flipped classroom. Training ve Development, 30-31.
  • Roehl, A., Reddy, S. L., ve Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44-49.
  • Tawfik, A. A., ve Lilly, C. (2015). Using a flipped classroom approach to support problem based learning. Tech Know Learn, 20, 299-315.
  • Tomory, A., ve Watson, S. L. (2015). Flipped classrooms for advanced Science courses. Journal of Science Education and Technology, 24, 875–887.
  • Turan, Z., ve Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: Öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri. Yükseköğretim ve Bilim Dergisi,5(2), 156-164.
  • Wallace, M. L., Walker, J. D., Braseby, A. M., ve Sweet, M. S. (2014). “Now, what happens during class?” Using team-based learning to optimize the role of expertise within the flipped classroom. Journal on Excellence in College Teaching, 25(3ve4), 253-273.
  • Westermann, E. B. (2014). A half-flipped classroom or an alternative approach?: Primary sources and blended learning. Educational Research Quarterly, 38(2), 43-57.
  • Whitman Cobb, W. N. (2016). Turning the classroom upside down: Experimenting with the flipped classroom in American government. Journal of Political Science Education, 12(1), 1-14.
  • Wu, H. W., ve Li, C. W. (2015). The research of effectiveness of blending flipped classroom mode and service learning to core capability training. 6th Annual International Conference on Computer Science Education: Innovation ve Technology, Singapore.
  • Yıldırım, A., ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Determining Visions Related to the Flipped Learning

Year 2020, Volume: 18 Issue: 3, 62 - 84, 25.09.2020
https://doi.org/10.18026/cbayarsos.600312

Abstract

The purpose of this research is; to determine the views of academicians, teachers and students where the flipped learning model is applied. In this research, the case study was adopted from the qualitative research designs. The study group of the research consists of eight teachers who work in a private high school, five teaching members who work at a private university and 21 students who study at the same university. In data analysis, the content analysis method is used. The data are coded separately by the researchers and the obtained codes are organized by the researchers and collected under the themes. And the themes presented in tables form. At the end of the research, it was presented how the features of flipped learning model (basic features, positive features, negative features) and its application process (planning, material preparation, learning, teaching process, evaluation) is and various suggestions have been developed.

References

  • Abeysekera, L., ve Dawson, P. (2015). Motivation and cognitive load in the flippedclassroom: Definition, rationale and a call for research. Higher Education Research ve Development, 34(1), 1-14.
  • Arslan, S., ve Gelişli, Y. (2015). Algılanan Öz-düzenleme Ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Dergisi, 5(3), 67-74.
  • Baepler, P., Walker, J. D., ve Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers ve Education, 78, 227–236.
  • Barber, W. (2015). Building community in flipped classrooms: A narrative exploration of digital moments in online learning. Proceedings of the International Conference on e-Learning, ICEL. Beaten, M., Struyven, K., ve Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education?. Studies in Educational Evaluation, 39, 14-22.
  • Bergmann, J., ve Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE / ASCD.
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi (Yayımlanmamış yüksek lisans tezi), Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyon.
  • Brown, S. W., ve King, F. B. (2000). Constructivist pedagogy and how we learn: Educational psychology meets international studies. International Studies Perspectives, 1, 245–254.
  • Chen, S., She, J., Kameda, H., ve Ohno, S. (2015). Implementation and evaluation of flipped classroom in Chinese language course. Proceedings of the Multidisciplinary Academic Conference, 1-8.
  • Chen, H., ve Summers, K. L. (2015). Developing, using, and interacting in the flipped learning movement: Gaps among subject areas. International Review of Research in Open and Distributed Learning, 16(3), 41-64.
  • Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary Mathematics classroom. Journal of Educators Online, 12(1), 1-115.
  • Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. The IAFOR Journal of Education, 3(1), 171-186.
  • Demir, S. (2009). İlköğretim Okullarında 1-5. Sınıflarda Yapılandırmacılık Yaklaşımına Göre Oluşturulan Eğitim Programlarının Uygulanmasında Öğretmen ve Yöneticilerin Karşılaştığı Sorunlar (Gaziantep İli Örneği). Yayınlanmamış yüksek lisans tezi, Gaziantep Üniversitesi Sosyal Bilimler Enstitüsü, Gaziantep.
  • Demiralay, R. (2014). Evde Ders Okulda Ödev Modelinin Benimsenmesi Sürecinin Yeniliğin Yayılımı Kuramı Çerçevesinde İncelenmesi. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Donovan, J. D., ve Lee, S. Y. (2015). How we flipped: Student and instructor reflections of a flipped-class model in a sensory evaluation laboratory course. NACTA Journal, 59(4), 335-342.
  • Egbert, J., Herman, D., ve Lee, H. (2015). Flipped instruction in English language teacher education: A design based study in a complex, open-ended learning environment. The Electronic Journal for English as a Second Language,19(2), 1-23.
  • Eisenhut, L. A., ve Taylor, C. E. (2015). In-class purposes of flipped mathematics educators. Journal of Mathematics Education at Teachers College, 6(2), 17-25.
  • Francl, T. J. (2014). Is flipped learning appropriate? Journal of Research in Innovative Teaching, 7(1), 119-128.
  • Fraenkel, J. R., ve Wallen, N. (2000). How to design and evaluate research in education. (4th ed.). NY: McGraw-Hill.
  • Gençer, B. G. (2015). Okullarda Ters-Yüz Sınıf Modelinin Uygulanmasına Yönelik Bir Vaka Çalışması (Yayımlanmamış yüksek lisans tezi), Bahçeşehir Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Green, T. (2015). Flipped classrooms: An agenda for innovative marketing education in the digital era. Marketing Education Review, 25(3), 179–191.
  • Gross, B., Hoffman, M., ve Burke, P. (2015). Flipped @ SBU: Student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 36-52.
  • Harvey, S. (2014). The “flipped” latin classroom: A case study. Classical World, 108(1), 117–127.
  • Heyborne, W. H., ve Perrett, J. J. (2016). To flip or not to flip? Analysis of a flipped classroom pedagogy in a general Biology course. Journal of College Science Teaching, 45(4), 31-37.
  • Hughes, G. (2007). Using blended learning to increase learner support and improve retention. Teaching in Higher Education, 12 (3), 349-363.
  • Hutchings, M., ve Quinney, A. (2015). The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: Responding to ‘the bomb in the basement’. The Electronic Journal of e-Learning, 13(2), 105-118.
  • Jingxiu, W., ve Jianguo, T. (2016). Flipping the college English test 6 writting class in the era of big data. CLaSIC, Singapore.
  • Joanne, C. S. M., ve Lateef, F. (2014). The flipped classroom: Viewpoints in Asian universities. Education in Medicine Journal, 6(4), 20-26.
  • Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology ve Society, 20(1), 211-221.
  • Lage, M. J., Platt, G. J., ve Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
  • McCallum, S., Schultz, J., Sellke, K., ve Spartz, J. (2015). An examination of the flipped classroom approach on college student academic involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42-55.
  • Miles, M. B., ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, California: Sage Publications.
  • Moravec M., Williams A., Aguilar R. N., ve O’Dowd D. K. (2010). Learn before lecture, a strategy that improves learning outcomes in a large introductory Biology class. CBE - Life Sciences Education, 9(4), 473-481.
  • Ojennus, D. D. (2016). Assessment of learning gains in a flipped Biochemistry classroom. Biochemistry and Molecular Biology Education, 44(1), 20–27.
  • Paris, C., ve Combs, B. (2000). Teachers' perspectives on what it means to be learner-centered. The Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Pintrich, P. R. (2000). The role of motivation in promoting and sustaining self regulated learning. International Journal Of Educational Research, 31(6), 459-470.
  • Pinnelli, S., ve Fiorucci, A. (2015). University and flipped learning TicveDil project: Framework and design. 12th International Conference on Cognition and Exploratory Learning in Digital Age, Italy.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Reyna, J. (2015). Active learning and the flipped classroom. Training ve Development, 30-31.
  • Roehl, A., Reddy, S. L., ve Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44-49.
  • Tawfik, A. A., ve Lilly, C. (2015). Using a flipped classroom approach to support problem based learning. Tech Know Learn, 20, 299-315.
  • Tomory, A., ve Watson, S. L. (2015). Flipped classrooms for advanced Science courses. Journal of Science Education and Technology, 24, 875–887.
  • Turan, Z., ve Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: Öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri. Yükseköğretim ve Bilim Dergisi,5(2), 156-164.
  • Wallace, M. L., Walker, J. D., Braseby, A. M., ve Sweet, M. S. (2014). “Now, what happens during class?” Using team-based learning to optimize the role of expertise within the flipped classroom. Journal on Excellence in College Teaching, 25(3ve4), 253-273.
  • Westermann, E. B. (2014). A half-flipped classroom or an alternative approach?: Primary sources and blended learning. Educational Research Quarterly, 38(2), 43-57.
  • Whitman Cobb, W. N. (2016). Turning the classroom upside down: Experimenting with the flipped classroom in American government. Journal of Political Science Education, 12(1), 1-14.
  • Wu, H. W., ve Li, C. W. (2015). The research of effectiveness of blending flipped classroom mode and service learning to core capability training. 6th Annual International Conference on Computer Science Education: Innovation ve Technology, Singapore.
  • Yıldırım, A., ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
There are 47 citations in total.

Details

Primary Language English
Journal Section Beşeri Bilimler Sayısı
Authors

Şeyma Şahin 0000-0003-1727-4772

Zeynep Boyacı This is me 0000-0001-5278-9822

Burcu Ökmen 0000-0002-0296-0078

Şahin Danişman 0000-0003-4739-3625

H. Merve Eriş Hasırcı This is me 0000-0002-2065-5704

Abdurrahman Kılıç 0000-0002-2704-2951

Publication Date September 25, 2020
Published in Issue Year 2020 Volume: 18 Issue: 3

Cite

APA Şahin, Ş., Boyacı, Z., Ökmen, B., Danişman, Ş., et al. (2020). Determining Visions Related to the Flipped Learning. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(3), 62-84. https://doi.org/10.18026/cbayarsos.600312