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A New Approach in Higher Education: The Students’ Views on Flipped Classroom Method

Year 2015, Issue: 2, 156 - 164, 01.08.2015

Zeynep Turan Yüksel Göktaş

Abstract

The purpose of this study is to determine the students’views on ‘flipped classroom’ method. The study was carried out within 10 weeks with 58 early childhood education students. The case study method was used in this study. The data were collected by means of semi-structured interviews and student view questionnarie. Descriptive analysis method was used in the data analysis process. Study results showed that students had very positive views about the ‘flipped classroom’ method. Students stated that ‘flipped classroom’ method increases the retention of learning, facilitates the learning, is entertaining and flexible. Despite many advantages students stated that this method had also some disadvantages such as the lack of technical tools, being very time consuming and the need for watching videos before lesson

Keywords

Flipped classroom Student views Blended learning Educational video

References

  • Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.
  • Baker, J. (2000). The ‘classroom flip’: Using web course management tools to become the guide by the side. Paper presented at the 11th international conference on College Teaching and Learning, Jacksonville, FL.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.
  • Findlay-Thompson, S., Saint, M., & Mombourquette, P. (2013). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 8(2), 63–70.
  • Johnson, L. W., & Renner, J. D. (2012). Effects of the flipped classroom model on a secondary computer applications course: student and teacher perceptions, questions and student achievement. Unpublished phd thesis, University of Louisville.
  • Kim Kyu, M. , Kim Mi, S., Khera, O., & Getman, J. (2014). The experience of three fl ipped classrooms in an urban university : an exploration of design principles. The Internet and Higher Education, 22, 37–50.
  • Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173.
  • Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43.
  • Marlowe, C. (2012). The effect of the flipped classroom on student achievement and stress. Unpublished master’s thesis, Montana State University.
  • McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry (7th Ed.). Boston, MA: Pearson.
  • Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
  • Murphree, D. S. (2014). “Writing wasn’t really stressed, accurate historical analysis was stressed”: Student perceptions of inclass writing in the inverted, general education, university history survey course. History Teacher, 47(2), 209–219.
  • Musib, M. K. (2014). Student perceptions of the impact of using the flipped classroom approach for an introductory-level multidisciplinary module. CDTL Brief, 17(2), 15-20.
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning systems: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-234.
  • Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1–5.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.
  • Staker, H., & Horn, M. (2012). Classifying K-12 blended learning. Retrieved from http://files.eric.ed.gov/fulltext/ED535180.pdf
  • Strayer, J. F. (2012). How learning in an inverted classroominfluences cooperation, inno- vation and task orientation. Learning Environments Research, 15(2), 171–193.
  • Teng, D. C. E., Chen, N.-S., Kinshuk, & Leo, T. (2012). Exploring students’ learning experience in an international online research seminar in the synchronous cyber classroom. Computers & Education, 58, 918-930.
  • Tucker, B. (2012), The flipped classroom. Retrieved from http:// educationnext.org/the- flipped-classroom/
  • Zappe, S., Leicht, R.,Messner, J., Litzinger, T., & Lee, H. (2009). “Flipping” the classroom to explore active learning in a large undergraduate course. Retrieved from http://search.asee.org/ search/fetch;jsessionid=34qxakdqfhw31?url=file%3A%2F%2F localhost%2FE%3A%2Fsearch%2Fconference%2F19%2FAC%2 5202009Full92.pdf&index=conference_papers&space=12974 6797203605791716676178&type=application%2Fpdf&chars et=

Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri

Year 2015, Issue: 2, 156 - 164, 01.08.2015

Zeynep Turan Yüksel Göktaş

Abstract

Bu çalışmanın amacı ‘ters yüz sınıf’ yöntemine ilişkin öğrencilerin görüşlerini belirlemektir. Çalışma 10 hafta boyunca 58 okul öncesi eğitimi bölümü öğrencisi ile birlikte yürütülmüştür. Çalışmada durum çalışması yöntemi kullanılmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu ve öğrenci görüş anketi kullanılmıştır. Verilerin analizinde betimsel analiz yönteminden yararlanılmıştır. Çalışma sonucunda öğrencilerin ‘ters yüz sınıf’ yöntemine ilişkin oldukça olumlu görüşler içerisinde oldukları görülmüştür. Öğrenciler ‘ters yüz sınıf’ yönteminin öğrenmenin kalıcılığını artıran, öğrenmeyi kolaylaştıran, eğlenceli ve esnek bir yöntem olduğunu belirtmiştir. Ayrıca öğrenciler ‘ters yüz sınıf’ yönteminin birçok avantajının yanı sıra teknik araç eksikliği, yöntemin çok zaman alıcı olması ve videoların dersten önce izlenmesi gerektiği gibi dezavantajlarının da bulunduğunu belirtmişlerdir

Keywords

Ters yüz sınıf yöntemi Öğrenci görüşleri Harmanlanmış öğrenme Eğitsel video

References

  • Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.
  • Baker, J. (2000). The ‘classroom flip’: Using web course management tools to become the guide by the side. Paper presented at the 11th international conference on College Teaching and Learning, Jacksonville, FL.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.
  • Findlay-Thompson, S., Saint, M., & Mombourquette, P. (2013). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 8(2), 63–70.
  • Johnson, L. W., & Renner, J. D. (2012). Effects of the flipped classroom model on a secondary computer applications course: student and teacher perceptions, questions and student achievement. Unpublished phd thesis, University of Louisville.
  • Kim Kyu, M. , Kim Mi, S., Khera, O., & Getman, J. (2014). The experience of three fl ipped classrooms in an urban university : an exploration of design principles. The Internet and Higher Education, 22, 37–50.
  • Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173.
  • Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43.
  • Marlowe, C. (2012). The effect of the flipped classroom on student achievement and stress. Unpublished master’s thesis, Montana State University.
  • McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry (7th Ed.). Boston, MA: Pearson.
  • Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
  • Murphree, D. S. (2014). “Writing wasn’t really stressed, accurate historical analysis was stressed”: Student perceptions of inclass writing in the inverted, general education, university history survey course. History Teacher, 47(2), 209–219.
  • Musib, M. K. (2014). Student perceptions of the impact of using the flipped classroom approach for an introductory-level multidisciplinary module. CDTL Brief, 17(2), 15-20.
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning systems: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-234.
  • Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1–5.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.
  • Staker, H., & Horn, M. (2012). Classifying K-12 blended learning. Retrieved from http://files.eric.ed.gov/fulltext/ED535180.pdf
  • Strayer, J. F. (2012). How learning in an inverted classroominfluences cooperation, inno- vation and task orientation. Learning Environments Research, 15(2), 171–193.
  • Teng, D. C. E., Chen, N.-S., Kinshuk, & Leo, T. (2012). Exploring students’ learning experience in an international online research seminar in the synchronous cyber classroom. Computers & Education, 58, 918-930.
  • Tucker, B. (2012), The flipped classroom. Retrieved from http:// educationnext.org/the- flipped-classroom/
  • Zappe, S., Leicht, R.,Messner, J., Litzinger, T., & Lee, H. (2009). “Flipping” the classroom to explore active learning in a large undergraduate course. Retrieved from http://search.asee.org/ search/fetch;jsessionid=34qxakdqfhw31?url=file%3A%2F%2F localhost%2FE%3A%2Fsearch%2Fconference%2F19%2FAC%2 5202009Full92.pdf&index=conference_papers&space=12974 6797203605791716676178&type=application%2Fpdf&chars et=
There are 23 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Zeynep Turan This is me

Yüksel Göktaş This is me

Publication Date August 1, 2015
Published in Issue Year 2015 Issue: 2

Cite

APA Turan, Z., & Göktaş, Y. (2015). Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri. Yükseköğretim Ve Bilim Dergisi(2), 156-164.
AMA Turan Z, Göktaş Y. Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri. J Higher Edu Sci. August 2015;(2):156-164.
Chicago Turan, Zeynep, and Yüksel Göktaş. “Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri”. Yükseköğretim Ve Bilim Dergisi, no. 2 (August 2015): 156-64.
EndNote Turan Z, Göktaş Y (August 1, 2015) Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri. Yükseköğretim ve Bilim Dergisi 2 156–164.
IEEE Z. Turan and Y. Göktaş, “Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri”, J Higher Edu Sci, no. 2, pp. 156–164, August 2015.
ISNAD Turan, Zeynep - Göktaş, Yüksel. “Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri”. Yükseköğretim ve Bilim Dergisi 2 (August 2015), 156-164.
JAMA Turan Z, Göktaş Y. Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri. J Higher Edu Sci. 2015;:156–164.
MLA Turan, Zeynep and Yüksel Göktaş. “Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri”. Yükseköğretim Ve Bilim Dergisi, no. 2, 2015, pp. 156-64.
Vancouver Turan Z, Göktaş Y. Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri. J Higher Edu Sci. 2015(2):156-64.