Teknoloji Destekli Esnek Öğrenme Modelinin Etkililiği Üzerine Bir Çalışma

Year 2019, Volume: 29 Issue: 2, 267 - 295, 31.12.2019

Kenan Acarol

Abstract

Teknolojinin hızlı gelişimi ve eğitimde öğretim sürecinde aktif olarak kullanılması ile birçok yeni öğretim yöntemi ortaya çıkmıştır. Bu güncel yöntemlerden birisi olan Teknoloji Destekli Esnek Öğrenme (Ters Yüz Öğrenme ya da Dönüştürülmüş Öğrenme Modeli olarak da adlandırılmaktadır), öğrencilerin kavramlara sınıf dışarısında video dersleri, makale ve interaktif materyaller ile aşina olmaya başladığı ve öğrenme süreci içerisinde aktif olarak rol aldığı öğrenci merkezli bir öğretim yöntemidir. Geleneksel öğrenmenin aksine, Teknoloji Destekli Esnek Öğrenme sınıflarında öğrenciler aktif olarak, dersten önce çevrimiçi materyaller sayesinde edinmiş oldukları bilgilerinin uygulanmasını gerektiren problem çözme aktiviteleri üzerinde çalışmaktadırlar. Nitel araştırma desenini benimseyen bu bütünleştirici alan yazını taraması Teknoloji Destekli Esnek Öğrenmenin etkililiğini doküman analizi yolu ile araştırmaktadır. Araştırma kapsamında Google Scholar, Dergipark, ResearchGate, Academia, YÖKTEZ ve üniversite veri tabanlarına erişilmiş ve bu alanda yazılmış makaleler ve tezler incelenmiştir. Araştırma kapsamında incelenen çalışmaların toplam sayısı 75dir. Veri analizi bölümünde ise içerik analizi yöntemi kullanılarak incelenen çalışmalar sonuçları bakımından üç temel kategoriye ayrılmıştır. Bu kategoriler Teknoloji Destekli Esnek Öğrenmenin a) öğrenci başarısına, b) öğrencinin sınıf içi katılımı ve motivasyonuna c) öğrencinin derse karşı sahip olduğu tutuma etkisi şeklinde sınıflandırılmıştır. Sonuçlar, Teknoloji Destekli Esnek Öğrenmenin öğrenci başarısı, derse katılım ve sınıf içi motivasyon bağlamında olumlu bir etkiye sahip olduğunu göstermiştir. Ayrıca, sonuçlara göre hem öğretmenler hem de öğrenciler Teknoloji Destekli Esnek Öğrenme yöntemine karşı olumlu bir tutum sergilemektedir.

Keywords

teknoloji destekli esnek öğrenme, ters yüz öğrenme, öğrenme modelleri

A STUDY ON THE EFFECTIVENESS OF FLIPPED LEARNING MODEL

Abstract

The development of technology in the field of education has led to the emergence of different teaching methods recently. Flipped Learning (or Inverted Learning) is a recently emerged method in which learners begin to become familiar with the concepts outside the classroom through videotape lessons, articles, and online materials. Unlike traditional learning, in Flipped classrooms, learners actively work on problem-solving activities that require the application of previous knowledge. This descriptive integrative literature review, adopting a qualitative research design, aims to investigate the effectiveness of Flipped Learning. The number of data obtained from online journal articles (Google Scholar, Dergipark, ResearchGate, and Academia), masters and doctoral theses (Thesis Center of Turkish Higher Education Council (YÖKTEZ), and university databases) is 75. Content analysis technique was employed while analyzing the data. The studies examined within the scope of the research were divided into three categories according to their results: The effect of Flipped Learning on a) student achievement b) classroom participation and motivation c) students’ attitudes. The results showed that Flipped Learning has a positive effect on student achievement and participation. According to results it is also shown that both learners and teachers have positive attitudes towards Flipped Learning and students are highly motivated in these classrooms.

Keywords

flipped learning, effectiveness, learner achievement, classroom participation, beliefs and attitudes, learning models

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• Articles with Unknown Authors
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