A Theoretical Analysis of Flipped Learning

Abstract

In this study, it is aimed to make theoretical analysis of flipped learning about its basic characteristics and teaching-learning theory and approaches which flipped learning is based on. Theoretical information about flipped learning is discussed elaborately within the frame of some questions. This study is a narrative literature review. Flipped learning can be defined as student centered pedagogical approach which offers active learning environments in which students use high order thinking skills. With this model, direct instruction are done outside the class via technological devices and in class time is transformed into more dynamic and interactive environment with the guide of teacher. Flipped learning, which is based on a lot of teaching-learning theories and approaches such as self determination theory, cognitive load theory, self-regulated learning, constructivism and active learning, has many upper hand features agaist tradional learning. The time, which is spent with the teaching of new content in tradional learning, is used for independent practice activities which aim to develop high order thinking skills in flipped learning. Besides, in literature, there are many studies which say that flipped learning has positive effect on students’ academic achievement, motivation, attitude and high order thinking skills. Flipped learning should be studied more and its practical examples should be increased and more common.

Keywords

• flipped learning,blended learning,21. century skills,literature review

Ters Yüz Edilmiş Öğrenme Modelinin Kuramsal Analizi

Abstract

Bu çalışmada, ters yüz edilmiş öğrenme modelinin temel özelliklerine, dayandığı öğrenme- öğretme kuram ve yaklaşımlarına ve öğrenme sürecinde etkili uygulanabilmesi amacıyla dikkat edilmesi gereken unsurlara ilişkin kuramsal analizinin yapılması amaçlanmıştır. Ters yüz edilmiş öğrenme modeline ilişkin elde edilen kuramsal bilgiler, temel başlıklar çerçevesinde ayrıntılı bir şekilde tartışılmıştır. Bu makale anlatıma dayalı bir derleme makalesidir. Çalışma kapsamında elde edilen bulgular şu şekilde özetlenebilir. Öğrenme ortamlarını olumlu etkileyen, eğitim teknolojisi ve yüz yüze etkinlikler ile kolaylaştırılan yeni bir öğrenme modeli olarak tanımlanan ters yüz edilmiş öğrenme modeli harmanlanmış öğrenme modellerinden biridir. Ters yüz edilmiş öğrenme modelinde öğrenci temel düzeydeki bilgiye sınıf dışında ulaşır, sınıf içi zamanı ise tartışma, uygulama ve problem çözme gibi üst düzey becerilerle geçirir. Özerk benlik kuramı, bilişsel yük kuramı, öz düzenlemeli öğrenme, yapılandırmacılık ve aktif öğrenme gibi öğrenme-öğretme kuram ve yaklaşımlarını temel alan ters yüz edilmiş öğrenme modelinin geleneksel öğrenme modeline karşı birçok üstün yanı vardır. Geleneksel öğrenme modelinde yeni içeriğin öğrenciye sunulması ile geçen süre, ters yüz edilmiş öğrenme modelinde üst düzey düşünme becerilerinin geliştirilmesini hedefleyen bağımsız uygulama etkinlikleri ile değerlendirilmektedir. Ayrıca ters yüz edilmiş öğrenme modelinin öğrenci başarısı, motivasyonu, tutumu ve üst düzey beceriler üzerinde olumlu etkisi olduğu sonucuna ulaşan birçok çalışma alanyazında mevcuttur. Ters yüz edilmiş öğrenme modelinin daha çok araştırmaya konu olması, uygulama örneklerinin arttırılması ve yaygınlaştırılması gerekmektedir.

Keywords

• ters yüz edilmiş öğrenme,harmanlanmış öğrenme,21. yüzyıl becerileri,derleme makale

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