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The effect of flipped classroom approach on learning achievement, online self-regulation and interaction in synchronous distance education

Year 2022, , 535 - 552, 30.09.2022
https://doi.org/10.31681/jetol.1094205

Abstract

A quasi-experimental design was employed to examine the effects of flipped classroom approach on students’ academic achievement, self-regulation skills, and interaction level in synchronous distance education. The participants consisted of 50 undergraduate students. In an online synchronous course, the Zoom application and its breakout rooms were used. For ten weeks, students were asked to attend the course two times each week. For data collection, learning achievement test, online self-regulation scale, and online course interaction level determination scale were administered. The results revealed that while flipped classroom approach in an online synchronous course positively influenced students’ self-regulation skills and the interaction level, it did not affect students’ learning achievement.

References

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Year 2022, , 535 - 552, 30.09.2022
https://doi.org/10.31681/jetol.1094205

Abstract

References

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  • Agbatogun, A. O. (2014). Developing learners' second language communicative competence through active learning: Clickers or communicative approach? Journal of Educational Technology & Society, 17(2), 257-269. https://www.jstor.org/stable/jeductechsoci.17.2.257
  • Ainley, M., & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18(3), 267-286. https://doi.org/10.1007/s10648-006-9018-z
  • Akdoğan, D., Velipaşaoğlu, S., & Musal, B. (2016). Self-regulated learning. Pamukkale Medical Journal, 9(3), 254-260. https://dergipark.org.tr/en/pub/patd/issue/35386/393026
  • Algarni, B. (2018). A meta-analysis on the effectiveness of flipped classroom in mathematics education. In Proceedings of the 10th international conference on education and new learning technologies (pp. 7970–7976). https://doi.org/10.21125/edulearn.2018.1852
  • Ali, A., & Ahmad, I. (2011). Key factors for determining students' satisfaction in distance learning courses: A study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2), 118–134. https://doi.org/10.30935/cedtech/6047
  • Altaii, K., Reagle, C. J., & Handley, M. K. (2017). Flipping an engineering thermodynamics course to improve student self-efficacy. In Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28368
  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), 11-22. https://doi.org/10.19173/irrodl.v4i2.149
  • Andersson, A., & Hatakka, M. (2010). Increasing interactivity in distance educations: Case studies Bangladesh and Sri Lanka. Information Technology for Development, 16(1), 16-33. https://doi.org/10.1080/02681100903533719
  • Aydın, S.& Atalay, T.D. (2015). Öz-düzenlemeli öğrenme. Ankara: Pegem Akademi.
  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287. https://doi.org/10.1016/0749-5978(91)90022-L
  • Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2). https://doi.org/10.19173/irrodl.v9i2.516
  • Battalio, J. (2007). Interaction online: A reevaluation. Quarterly Review of Distance Education, 8(4), 339-352.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
  • Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today 38, 15–21. https://doi.org/10.1016/j.nedt.2015.12.010
  • Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134–142. https://www.jstor.org/stable/jeductechsoci.19.3.134
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There are 96 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Seda Aktı Aslan 0000-0001-9345-6194

Publication Date September 30, 2022
Published in Issue Year 2022

Cite

APA Aktı Aslan, S. (2022). The effect of flipped classroom approach on learning achievement, online self-regulation and interaction in synchronous distance education. Journal of Educational Technology and Online Learning, 5(3), 535-552. https://doi.org/10.31681/jetol.1094205


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