meujfe Mersin Üniversitesi Eğitim Fakültesi Dergisi 1306-7850 Mersin University 10.17860/mersinefd.431745 Studies on Education Eğitim Üzerine Çalışmalar A Theoretical Analysis of Flipped Learning Ters Yüz Edilmiş Öğrenme Modelinin Kuramsal Analizi https://orcid.org/0000-0002-3134-4792 Hayırsever Fahriye DÜZCE ÜNİVERSİTESİ https://orcid.org/0000-0003-1234-3919 Orhan Ali BÜLENT ECEVİT ÜNİVERSİTESİ 08 31 2018 14 2 572 596 06 07 2018 08 08 2018 Copyright © 2005, Mersin University Journal of the Faculty of Education 2005 Mersin University Journal of the Faculty of Education

In this study, it is aimedto make theoretical analysis of flipped learning about its basiccharacteristics and teaching-learning theory and approaches which flippedlearning is based on. Theoretical information about flipped learning isdiscussed elaborately within the frame of some questions. This study is a narrativeliterature review. Flipped learning can be defined as student centeredpedagogical approach which offers active learning environments in whichstudents use high order thinking skills. With this model, direct instructionare done outside the class via technological devices and in class time istransformed into more dynamic and interactive environment with the guide ofteacher. Flipped learning, which is based on a lot of teaching-learningtheories and approaches such as self determination theory, cognitive load theory,self-regulated learning, constructivism and active learning, has many upperhand features agaist tradional learning. The time, which is spent with theteaching of new content in tradional learning, is used for independent practiceactivities which aim to develop high order thinking skills in flipped learning.Besides, in literature, there are many studies which say that flipped learninghas positive effect on students’ academic achievement, motivation, attitude andhigh order thinking skills. Flipped learning should be studied more and itspractical examples should be increased and more common.

Buçalışmada, ters yüz edilmiş öğrenme modelinin temel özelliklerine, dayandığıöğrenme- öğretme kuram ve yaklaşımlarına ve öğrenme sürecinde etkiliuygulanabilmesi amacıyla dikkat edilmesi gereken unsurlara ilişkin kuramsalanalizinin yapılması amaçlanmıştır. Ters yüz edilmiş öğrenme modeline ilişkin eldeedilen kuramsal bilgiler, temel başlıklar çerçevesinde ayrıntılı bir şekildetartışılmıştır. Bu makale anlatıma dayalı bir derleme makalesidir. Çalışmakapsamında elde edilen bulgular şu şekilde özetlenebilir. Öğrenmeortamlarını olumlu etkileyen, eğitim teknolojisi ve yüz yüze etkinlikler ilekolaylaştırılan yeni bir öğrenme modeli olarak tanımlanan ters yüz edilmişöğrenme modeli harmanlanmış öğrenme modellerinden biridir. Ters yüz edilmişöğrenme modelinde öğrenci temel düzeydeki bilgiye sınıf dışında ulaşır, sınıfiçi zamanı ise tartışma, uygulama ve problem çözme gibi üst düzey becerilerlegeçirir. Özerk benlik kuramı, bilişsel yük kuramı, öz düzenlemeli öğrenme,yapılandırmacılık ve aktif öğrenme gibi öğrenme-öğretme kuram ve yaklaşımlarınıtemel alan ters yüz edilmiş öğrenme modelinin geleneksel öğrenme modeline karşıbirçok üstün yanı vardır. Geleneksel öğrenme modelinde yeni içeriğin öğrenciyesunulması ile geçen süre, ters yüz edilmiş öğrenme modelinde üst düzey düşünmebecerilerinin geliştirilmesini hedefleyen bağımsız uygulama etkinlikleri iledeğerlendirilmektedir. Ayrıca ters yüz edilmiş öğrenme modelinin öğrencibaşarısı, motivasyonu, tutumu ve üst düzey beceriler üzerinde olumlu etkisiolduğu sonucuna ulaşan birçok çalışma alanyazında mevcuttur. Ters yüz edilmişöğrenme modelinin daha çok araştırmaya konu olması, uygulama örneklerininarttırılması ve yaygınlaştırılması gerekmektedir.

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