Research Article
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THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL

Year 2024, Volume: 8 Issue: 2, 32 - 50, 27.05.2024

Abstract

TThe virus called COVID-19 that has affected the entire world has also affected education. Because the virus is very contagious, face-to-face education was suspended in both Turkey and many other countries. For the sake of a continuation of education, there was a move from face-to-face education to distance education. Online lessons have been taken via EBA and Zoom. Lesson time is mostly spent for the teacher speech and lecture at online lessons in distance education. That teacher speech and lecture take too much time in the lessons decreases the time allocated to students. Less student interaction and in –class activities influence the quality of education. Subjects are learnt before the lessons by the students themselves in flipped learning. The fact that students learn the subject before the lesson decreases the amount of time for the teacher speech and lecture. Thus, teachers may spend more time for student interaction and in - class activities. In this research, the effect of the flipped learning model in online lessons on students’ English lesson academic success was investigated. The research was conducted with eighteen students for six weeks at a high school in Central Anatolia region in Turkey. Mix research, which is a combination of quantitative and qualitative research, was applied in this investigation. For the quantitative data, participants took an English lesson achievement test 1 This article is derived from Necmettin Erbakan University Institute of Educational Sciences, Department of Curriculum and Instruction master’s thesis with the same title as the article.as pre and posttest and for the qualitative data, a written document was applied to participants. For the results, SPSS 23 statistical package program was used. As a result of research, it was observed that there is a significant difference between experimental and control groups. The Flipped learning model at distance education has a positive effect on students’ English lesson achievement. Moreover, participants gave positive feedback and views about the model. According to the research results, it can be recommended to use flipped learning model in distance education in Englishlessons.

References

  • Abdelrahman, L.A.M., DeWitt, D., Alias, N., Abdul R,.& Mohd. N. (2017). Flipped learning for ESL writing in a Sudanese school. Turkish Online Journal of Educational Technology, 16 (3), 60-70.
  • Ahmad, S. Z. (2016).The flipped classroom model to develop Egyptian Efl students’ listening comprehension. English Language Teaching, 9 (9), 166-178. http://dx.doi.org/10.5539/elt.v9n9p166.
  • Bergmann, J. & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Washington DC: ISTE.
  • Bersin, J. (2004). The blended learning book best practice: proven methodology and lessons learned. San Francisco: Pfeiffer.
  • Bishop, J. L. & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA, 30 (9), 1–18.
  • Burma, Z. A. (2010). AB’ye geçiş sürecinde meslek elemanlarının uzaktan öğretim ile eğitimi. Bilişim Teknolojileri Dergisi, 1(2),15-20.
  • Cohen, J. R., & Swerdlik, M. E. (2009). Pyschological testing and assessment: an introduction to tests and measurement (7th ed.). McGraw-Hill Higher Education.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge/Taylor & Francis Group.
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2011). Research methods, design, and analysis (11th ed.). Boston, MA: Pearson.
  • Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5(4), 194-197. https://doi.org/10.1016/S0897- 1897(05)80008-4.
  • Dede, C. J. (1991). Emerging technologies: impacts on distance learning. The ANNALS of the American Academy of Political and Social Science, 514(1), 146– 158. https://dx.doi.org/10.1177/0002716291514001012.
  • Driscoll, M. (2002). Blended Learning: Let’s Go beyond the Hype. E-learning, March.
  • Ginns, P. & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. Internet and Higher Education, 10(1), 53–64. https://dx.doi.org/10.1016/j.iheduc.2006.10.003.
  • Girmen, P. & Kaya, M. F. (2019). Using the flipped classroom model in the development of basic language skills and enriching activities: Digital stories and games. International Journal of Instruction, 12(1), 555-572. https://dx.doi.org/10.29333/iji.2019.12136a.
  • İnciman Çelik, T. & Yumuşak, G. (2021). Tersyüz edilmiş sınıf modelinin erişi düzeyine etkisi ve öğrenci görüşleri [ The effects of flipped classroom model on academic achievement level and students’ opinions]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi [Marmara University Atatürk Education Faculty Journal of Educational Sciences] 53, 379-398. https://doi.org/10.15285/maruaebd.765375.
  • Keegan, D. (1980). On defining distance education. Distance Education 1(1), 13-36.
  • Kothari, C.R. (2004) Research methodology: Methods and techniques (2nd Edition). New Delhi; New Age International Publishers. Krippendorff, K. (2004). Reliability in content analysis. Human Communication Research, 30(3), 411–433. https://doi.org/10.1111/j.1468-2958.2004.tb00738.x.
  • Labuschagne, A. (2003). Qualitative research - Airy fairy or fundamental?. The Qualitative Report, 8(1), 100-103. https://doi.org/10.46743/2160-3715/2003.1901.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31, 30-43. http://dx.doi.org/10.2307/1183338.
  • Lee, Y. & Martin, K. (2019). The flipped classroom in ESL teacher education: An example from CALL. Education and Information Technologies, 25, 2605-2633. https://doi.org/10.1007/s10639-019-10082-6.
  • Lindeiner-Stráský, K. von, Stickler, U., & Winchester, S. (2020). Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-Learning, 1(17), 288-304. https://doi:10.1080/02680513.2020.1769584.
  • Mehring, J. (2016). Present research on the flipped classroom and potential tools for the efl classroom. Computers in the Schools, 33 (1), 1-10. https://doi.org/10.1080/07380569.2016.1139912.
  • Montaner-Villalba, S. (2021). Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19. Journal of Language and Education, 7(4), 107-116. https://doi.org/10.17323/jle.2021.11901.
  • Osguthorpe, R. & Graham, C. (2003). Blended learning environments: definitions anddirections. Quarterly Review of Distance Education, 4(3), 227-233. Santikarn, B. & Wichadee, S. (2018). Flipping the classroom for English language learners: a study of learning performance and perceptions. Ijet, 13, (9),123-135. https://doi.org/10.3991/ijet.v13i09.7792.
  • Slomanson, W. (2014). Blended Learning: A Flipped Classroom Experiment. Journal of legal education, 64(1), 93-102.
  • Sönmez, V. & Alacapınar, F. G. (2017). Örneklendirilmiş Bilimsel Araştırma Yöntemleri [Exemplified scientific research methods] (5th ed.). Ankara: Anı Yayınclık.
  • Şenel Tekin, P., Ilgaz, H., Afacan Adanır, G., Yıldırım, D., & Gülbahar, Y. (2020). Flipping elearning for teaching medical terminology: A study of learners’ online experiences and perceptions. Online Learning, 24(2), 76-93. https://doi.org/10.24059/olj.v24i2.2030.
  • Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 31(2), 1077-1088. https://doi:10.1080/10494820.2020.1817761.
  • Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (11th ed.). Ankara: Seçkin Yayıncılık.
  • Yüreğilli Göksu, D. (2018). Ters yüz sınıf (flipped classroom) modelinin 5. sınıf öğrencilerinin İngilizce akademik başarıları, öğrenme kaygıları ve tutumlarına Etkisi [The effect of the application of flipped classroom model on the 5th grade students’ English academic achievements, learning anxieties and learning attitudes] (Unpublished Phd Thesis), Gazi Universitesi Ankara
Year 2024, Volume: 8 Issue: 2, 32 - 50, 27.05.2024

Abstract

References

  • Abdelrahman, L.A.M., DeWitt, D., Alias, N., Abdul R,.& Mohd. N. (2017). Flipped learning for ESL writing in a Sudanese school. Turkish Online Journal of Educational Technology, 16 (3), 60-70.
  • Ahmad, S. Z. (2016).The flipped classroom model to develop Egyptian Efl students’ listening comprehension. English Language Teaching, 9 (9), 166-178. http://dx.doi.org/10.5539/elt.v9n9p166.
  • Bergmann, J. & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Washington DC: ISTE.
  • Bersin, J. (2004). The blended learning book best practice: proven methodology and lessons learned. San Francisco: Pfeiffer.
  • Bishop, J. L. & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA, 30 (9), 1–18.
  • Burma, Z. A. (2010). AB’ye geçiş sürecinde meslek elemanlarının uzaktan öğretim ile eğitimi. Bilişim Teknolojileri Dergisi, 1(2),15-20.
  • Cohen, J. R., & Swerdlik, M. E. (2009). Pyschological testing and assessment: an introduction to tests and measurement (7th ed.). McGraw-Hill Higher Education.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge/Taylor & Francis Group.
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2011). Research methods, design, and analysis (11th ed.). Boston, MA: Pearson.
  • Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5(4), 194-197. https://doi.org/10.1016/S0897- 1897(05)80008-4.
  • Dede, C. J. (1991). Emerging technologies: impacts on distance learning. The ANNALS of the American Academy of Political and Social Science, 514(1), 146– 158. https://dx.doi.org/10.1177/0002716291514001012.
  • Driscoll, M. (2002). Blended Learning: Let’s Go beyond the Hype. E-learning, March.
  • Ginns, P. & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. Internet and Higher Education, 10(1), 53–64. https://dx.doi.org/10.1016/j.iheduc.2006.10.003.
  • Girmen, P. & Kaya, M. F. (2019). Using the flipped classroom model in the development of basic language skills and enriching activities: Digital stories and games. International Journal of Instruction, 12(1), 555-572. https://dx.doi.org/10.29333/iji.2019.12136a.
  • İnciman Çelik, T. & Yumuşak, G. (2021). Tersyüz edilmiş sınıf modelinin erişi düzeyine etkisi ve öğrenci görüşleri [ The effects of flipped classroom model on academic achievement level and students’ opinions]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi [Marmara University Atatürk Education Faculty Journal of Educational Sciences] 53, 379-398. https://doi.org/10.15285/maruaebd.765375.
  • Keegan, D. (1980). On defining distance education. Distance Education 1(1), 13-36.
  • Kothari, C.R. (2004) Research methodology: Methods and techniques (2nd Edition). New Delhi; New Age International Publishers. Krippendorff, K. (2004). Reliability in content analysis. Human Communication Research, 30(3), 411–433. https://doi.org/10.1111/j.1468-2958.2004.tb00738.x.
  • Labuschagne, A. (2003). Qualitative research - Airy fairy or fundamental?. The Qualitative Report, 8(1), 100-103. https://doi.org/10.46743/2160-3715/2003.1901.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31, 30-43. http://dx.doi.org/10.2307/1183338.
  • Lee, Y. & Martin, K. (2019). The flipped classroom in ESL teacher education: An example from CALL. Education and Information Technologies, 25, 2605-2633. https://doi.org/10.1007/s10639-019-10082-6.
  • Lindeiner-Stráský, K. von, Stickler, U., & Winchester, S. (2020). Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-Learning, 1(17), 288-304. https://doi:10.1080/02680513.2020.1769584.
  • Mehring, J. (2016). Present research on the flipped classroom and potential tools for the efl classroom. Computers in the Schools, 33 (1), 1-10. https://doi.org/10.1080/07380569.2016.1139912.
  • Montaner-Villalba, S. (2021). Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19. Journal of Language and Education, 7(4), 107-116. https://doi.org/10.17323/jle.2021.11901.
  • Osguthorpe, R. & Graham, C. (2003). Blended learning environments: definitions anddirections. Quarterly Review of Distance Education, 4(3), 227-233. Santikarn, B. & Wichadee, S. (2018). Flipping the classroom for English language learners: a study of learning performance and perceptions. Ijet, 13, (9),123-135. https://doi.org/10.3991/ijet.v13i09.7792.
  • Slomanson, W. (2014). Blended Learning: A Flipped Classroom Experiment. Journal of legal education, 64(1), 93-102.
  • Sönmez, V. & Alacapınar, F. G. (2017). Örneklendirilmiş Bilimsel Araştırma Yöntemleri [Exemplified scientific research methods] (5th ed.). Ankara: Anı Yayınclık.
  • Şenel Tekin, P., Ilgaz, H., Afacan Adanır, G., Yıldırım, D., & Gülbahar, Y. (2020). Flipping elearning for teaching medical terminology: A study of learners’ online experiences and perceptions. Online Learning, 24(2), 76-93. https://doi.org/10.24059/olj.v24i2.2030.
  • Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 31(2), 1077-1088. https://doi:10.1080/10494820.2020.1817761.
  • Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (11th ed.). Ankara: Seçkin Yayıncılık.
  • Yüreğilli Göksu, D. (2018). Ters yüz sınıf (flipped classroom) modelinin 5. sınıf öğrencilerinin İngilizce akademik başarıları, öğrenme kaygıları ve tutumlarına Etkisi [The effect of the application of flipped classroom model on the 5th grade students’ English academic achievements, learning anxieties and learning attitudes] (Unpublished Phd Thesis), Gazi Universitesi Ankara
There are 31 citations in total.

Details

Primary Language English
Subjects Adult Education
Journal Section Articles
Authors

Ayyüce Kurt Dizbay

Füsun Gülderen Alacapınar This is me

Publication Date May 27, 2024
Submission Date July 12, 2023
Published in Issue Year 2024 Volume: 8 Issue: 2

Cite

APA Kurt Dizbay, A., & Alacapınar, F. G. (2024). THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL. International Journal of Quality in Education, 8(2), 32-50.
AMA Kurt Dizbay A, Alacapınar FG. THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL. IJQE. May 2024;8(2):32-50.
Chicago Kurt Dizbay, Ayyüce, and Füsun Gülderen Alacapınar. “THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL”. International Journal of Quality in Education 8, no. 2 (May 2024): 32-50.
EndNote Kurt Dizbay A, Alacapınar FG (May 1, 2024) THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL. International Journal of Quality in Education 8 2 32–50.
IEEE A. Kurt Dizbay and F. G. Alacapınar, “THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL”, IJQE, vol. 8, no. 2, pp. 32–50, 2024.
ISNAD Kurt Dizbay, Ayyüce - Alacapınar, Füsun Gülderen. “THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL”. International Journal of Quality in Education 8/2 (May 2024), 32-50.
JAMA Kurt Dizbay A, Alacapınar FG. THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL. IJQE. 2024;8:32–50.
MLA Kurt Dizbay, Ayyüce and Füsun Gülderen Alacapınar. “THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL”. International Journal of Quality in Education, vol. 8, no. 2, 2024, pp. 32-50.
Vancouver Kurt Dizbay A, Alacapınar FG. THE EFFECT OF FLIPPED LEARNING MODEL IN DISTANCE EDUCATION ON STUDENT ACHIEVEMENT AND STUDENT VIEWS ABOUT THE MODEL. IJQE. 2024;8(2):32-50.