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

Year 2022, Volume: 20 Issue: 2, 81 - 98, 28.06.2022

Burcu Varol Suzan Kavanoz

https://doi.org/10.18026/cbayarsos.1052218

Abstract

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.

Keywords

Flipped learning, Motivation, Course satisfaction, EdPuzzle

Ters Yüz Edilmiş Öğrenmenin Üniversite Düzeyinde Temel Alan Derslerinden Birinde Uygulanmasi

Abstract

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.

Keywords

Ters yüz edilmiş öğrenme, Motivasyon, Ders memnuniyeti, EdPuzzle

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