Research Article
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The Effect of Layered Flipped Learning Model on Academic Success

Year 2021, Volume: 8 Issue: 3, 300 - 322, 01.08.2021
https://doi.org/10.17275/per.21.67.8.3

Abstract

The purpose of this study is to determine how students’ academic achievement in English lessons improved when the layered flipped learning model is used in these lessons and what the students' views about the tasks chosen and performed within the scope of this model are. One of the qualitative research methods, the ‘action research’ method was used in this research. The research was conducted with the fifth grade of a secondary school in the West Black Sea region of Turkey in the 2017/2018 academic year. In the research process, readiness test, achievement test, focus group interview, task evaluation form, reflective daily form-course video recordings were used as data collection tools. The data obtained from the focus group interview at the end of the action plans were analyzed using the content analysis method. The readiness test and the achievement tests were tabulated separately to show the development of each student in the process and the class averages. According to the results of the research, it was seen that the layered flipped learning model had a positive effect on students' academic achievement and that their academic achievement increased gradually in all of their reading, listening and speaking skills. According to the results of the research, a number of suggestions were made.

Thanks

This study was produced from the first author’s Ph. D. thesis named “Developing The Instructional Process In Layered Flipped Learning Model”

References

  • Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.
  • Akbuğa, S. (2009). İlköğretim 4. Sınıf matematik dersinde işbirlikli öğrenme ilkelerine göre yapılandırılmış grup etkinliklerinin öğrenci erişilerine ve tutumlarına etkisi. (Unpublished master’s thesis). Dokuz Eylül University, İzmir.
  • Akgüzel, G. (2006). İlköğretim 4-8. Sınıflarda yabancı dil öğretimindeki başarısızlık nedenlerinin incelenmesi. (Unpublished master’s thesis). Çukurova University Institute of Social Sciences, Adana.
  • Aktaş, B. Ç., & Can, Y. (2019). The effect of "whatsapp" usage on the attitudes of students toward english self-efficacy and english courses in foreign language education outside the school. International Electronic Journal of Elementary Education, 11(3), 247-256.
  • Aktaş, M. (2013). Researching the Effect of the 5E Learning Model and Cooperative Learning Metod on Academic Achivement in Biology Lesson. Ahi Evran University Kırşehir Journal of Education Faculty (KEFAD), 14(3), 37-58.
  • Aktay, E. G., & Gültekin, M. (2015). Peer collaboration and early reading and writing teaching. Trakya University Journal of Social Sciences, 17(1), 291-309.
  • Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: looking at trustwothiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies, 5(2), 272-281.
  • Arslan, H., & Kuzu, A. (2019). Teachers’ opinions of applicability of EBA class module and vclass software on flipped classroom model. Bolu Abant İzzet Baysal University Journal of Education Faculty, 19(1), 20-36.
  • Astra, I., Wahyuni, C., & Nasbey, H. (2015). Improvement of learning process and learning outcomes in Physics learning by using collaborative learning model of group investigation at high school. Journal of Education and Practice, 6(11), 75-79.
  • Ateş, G., & Günbayı, İ. (2017). The problems of English teachers who teach at junior secondary schools in teaching foreign language. Journal of Research in Education And Teaching, 6/2, 347-361.
  • Aykaç, M., & Çetinkaya, G. (2013). The effect of creative drama activities on preservice Turkish language teachers’ speaking skills. Electronic Turkish Studies, 8(9), 671-682. Baker, J. (2000). The "classroom flip": Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, FL.
  • Başkan, Ö. (2006). Yabancı dil öğretimi ilkeler ve çözümler. İstanbul: Multılıngual,77.
  • Başol, G. (2013). Eğitimde ölçme ve değerlendirme (2.Baskı). Ankara: Pegem Akademi.
  • Baker, J. W. (2000). “The ‘classroom flip’: Using web course management tools to become the guide by the side,” 11th International Conference on College Teaching and Learning, Jacksonville, Florida, United States.
  • Barak, M., & Shakman, L. (2008). Reform based science teaching: Teachers’ instructional practices and conceptions. Eurasia Journal of Mathematics, Science & Technology Education, 4, 11-20.
  • Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Education Digest, September, 37-41.
  • Bergmann, J., & Sams, A. (2012), Flip your classroom: Reach every student in every class every day. Washington: International Society for Technology in Education.
  • Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24-29.
  • Bilgin, T. (2004). The use of student teams' success sections technique in elementary school seventh grade mathematics (on polygons) and application results. Uludağ University Eğitim Fakültesi Dergisi, 17(1), 19-28.
  • Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. 120th ASEE Annual Conference veExposition, Atlanta, GA.
  • Bolat, Y. (2016). The flipped classes and educatıon ınformatıon network (EIN). Journal of Human Sciences, 13(2), 3373-3388.
  • Boyacı, Z., Şahin, Ş., Ökmen, B., Danişman, Ş., Hasırcı Eriş, H. M., Kırcaburun, K., & Kılıç, A. (2017). Opinions about the flipped learning model. 26. International Educational Sciences Congress, 20-23 April, Antalya. (Summary).
  • Brinkmann, S. (2013). Qualitative interviewimg: understamding qualitative research. New York: Ocford University Press.
  • Calhoun, E. F. (2002). Actian research for school improvement. Educationa/Leadership, 59(6), March, p. 18-24.
  • Costello, P.J.M. (2007). Action Research. Continuum Books: London.
  • Council of Europe (2002). Common European Framework of Reference for Languages: Learning, teaching, assessment language examining and test development. Strasbourg, Council of Europe.
  • Danişman, Ş., Hasırcı Eriş, H. M., Kırcaburun, K., Boyacı, Z., Şahin, Ş., Ökmen, B., & Kılıç, A. (2017). Investigation of flipped learning approach according to expert opinions. Journal of Education and Practice, 8(26), 81-90.
  • Demirel, Ö. (2008). Yabancı dil öğretimi. Ankara: Pegem Akademi Yayıncılık.
  • Elliot, J. (1991). Action research for educational change. Open University Press. Buckingham.
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 14-27.
  • Fattah, S. F. (2015). The effectiveness of using whatsapp messenger as one of mobile learning techniques to develop students' writing skills. Mobile Learning Techniques to Develop Students' Writing Skills, 115- 127.
  • Freankel, J. R., & Wallen, N. E. (2000). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
  • Gelici, Ö., & Bilgin, İ. (2011). Introducing cooperative techniques and examining students’ opinions. Adıyaman University Journal of Science, 1(1), 40-70.
  • Glanz, J. (1999). A primer on antian research for the school administratars. The Clearing House, p:301 -304.
  • Grandgenett, N., Harris, J. & Hofer, M. (2010). An activity-based approach to technology integration in the Mathematics classroom. NCSM Journal, 11, 19-28.
  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Arlington, VA: Flipped Learning Network.
  • Işık, A.(2008). Yabancı dil eğitimimizdeki yanlışlıklar nereden kaynaklanıyor? Journal of Language and Linguistic Studies. 4(2).
  • Johnson, D.W., & Johnson, R.T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73.
  • Johnson, G. B. (2013). Student perceptions of the flipped classroom. (Unpublished master’s thesis). The University Of British Columbia.
  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.
  • Kılıç, A., Aydın, M., Ökmen, B., & Şahin, Ş. (2019). Kuramdan Uygulamaya İhtiyaç Belirleme. Pegem Akademi.
  • Kılıçarslan, R. (2014). Yabancı dil olarak türkçenin öğretiminde drama yönteminin konuşma becerisine etkisi. (Unpublished doctorate dissertation). On Sekiz Mart University, Institute of Education Sciences, Çanakkale.
  • Maden, S. (2010). Türkçe öğretiminde drama yönteminin gerekliliği. Türklük Bilimi Araştırmaları, (27), 503-519.
  • Manan, N. A. (2017). Whatsapp mobile tool in second lan¬guage learning. Indonesan EFL Journal, 3(1), 87-92.
  • McCawley, P. F. (2009). Methods for conducting an educational needs assessment. Idaho: University of IdahoExtension.
  • McCallum, S., Schultz, J., Sellke, K., & Spartz, J. (2015). An examination of the flipped classroom approach on college student academic involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42-55.
  • McKernan, J. (1991). Curriculum action research: A handbook of methods and resources for the reflective practitioner. New York: St. Martin’s Press.
  • MoNE (Ministry of Education). (2017). İngilizce Dersi Öğretim Programı. Ankara.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. (2nd Edt.). Thousand Oaks, California: Sage Publications.
  • Miller, A. (2012). Five best practices for the flipped classroom. Edutopia, 24, 02-12. Retrived July 5, 2017, from https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
  • Ning, H. (2013). The impact of cooperative learning on English as a Foreign Language tertiary learners’ social skills. Social Behavior and Personality, 41(4), 557-568.
  • O'Neil, K., Kelly, T., & Bone, S. (2012, June). We turned learning on its ear: flipping the developmental classroom. World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake, VA.
  • Ökmen, B., & Kılıç, A. (2016). A research about the level of using language teaching methods and its effect on some variables: in Turkey, Universal Journal of Educational Research, 4(9),1994-2001.
  • Ökmen, B., & Kılıç, A. (2018). English course teaching practices. European Journal of English Language Teaching, 3 (4),65-93.
  • Okmen, B., & Kilic, A. (2020). The effect of layered flipped learning model on students' attitudes and self-regulation skills. International Journal of Research in Education and Science (IJRES), 6(3), 409-426. DOI: https://doi.org/10.46328/ijres.v0i0.957
  • Ökmen, B. (2020). Developıng the ınstructıonal process ın layered flıpped learnıng model. (Unpublished doctorate dissertation). Düzce University, Institute of Educational Sciences, Düzce.
  • Özdoğan, E. (2008) işbirlikli öğrenme yönteminin ilköğretim 4. Sınıf matematik öğretiminde öğrenci tutum ve başarısına etkisi: bilgisayar destekli işbirlikli öğrenme ve küme destekli bireyselleştirme tekniği. (Unpublished master’s thesis). Ege University, İzmir.
  • Öztürk, S. (2016). Programlama öğretimindeki ters-yüz öğretim yönteminin öğrencilerin başarılarına, bilgisayara yönelik tutumuna ve kendi kendine öğrenme düzeylerine etkisi. (Unpublished master’s thesis). Ankara University, Ankara.
  • Paker, T. (2012). Türkiye’de neden yabancı dil (ingilizce) öğretemiyoruz ve neden öğrencilerimiz iletişim kurabilecek düzeyde ingilizce öğrenemiyor?. Pamukkale University Journal of Education, 32, 89-94.
  • Pala, A. (2006). İlköğretim birinci kademe öğretmenlerinin eğitim teknolojilerine yönelik tutumları. Journal of Manas University Social Sciences, 16, 177-188.
  • Reyna, J. (2015). Active learning and the flipped classroom. Training & Development, 30-31.
  • Royse, D., Staton-Tindall, M., Badger, K., & Webster, J. M. (2009). Needs assessment. Newyork: Oxford University Press.
  • Sırakaya, D. A. (2017). Student Views on Gamified Flipped Classroom Model. Ondokuz Mayıs University Journal of Education Faculty, 36(1), 114-132.
  • Slavin, R.E. (1996). Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educatıonal Psychology, 21, 43–69.
  • Snow, C. E. (2002). Reading for understanding toward an RveD program in reading comprehension. Pittsburg: RAND.
  • Solak, E. (2013). Foreign language teaching at primary education in Finland and Turkey. Journal of International Social Research, 6/28.
  • Stone, B. B. (2012). Flip your classroom to ıncrease active learning and student engagement. 28th Annual Conference on Distance Teaching & Learning, (s. 1-5). Wisconsin: The Board of Regents of the University of Wisconsin System.
  • Talbert, R. (2012). Inverted classroom. Colleagues, 9(1).
  • Tétreault, P. L. (2006). The flipped classroom: Cultivating student engagement (Unpublished master dissertation). University of Victoria, Kanada.
  • Thoms, C. L. (2012). Enhancing the blended learning curriculum by using the “flipped classroom” approach to produce a dynamic learning environment. Iceri2012 Proceedings, 2150-2157.
  • Topaloğlu, Y. (2012). Erken yaşta yabancı dil öğretiminde yöntem ve tekniklerin kullanım sorunsalı, çukurova üniversitesi. (Unpublished master’s thesis). Çukurova University Institute of Social Sciences, Department of French Language Education, Adana.
  • Torun, Ö. (2009). Çoklu zekâ destekli kubaşık öğrenme yönteminin ilköğretim 7. sınıf öğrencilerinin matematik dersi “geometrik cisimler” konusundaki başarı ve kalıcılığa etkisi.(Unpublished master’s thesis). Gazi University, Institute of Education Sciences, Ankara.
  • Turan, Z., & Göktaş, Y. (2015). A new approach in higher education: The students’ views on flipped classroom method. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 5(2), 156-164.
  • Westermann, E. B. (2014). A half-flipped classroom or an alternative approach?: Primary sources and blended learning. Educational Research Quarterly, 38(2), 43-57.
  • Yaman, G. (2016). The use of ''whatsapp'' in teaching Arabic as foreign language. International Journal of Contemporary Educational Studies, 2(1), 37-47.
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Year 2021, Volume: 8 Issue: 3, 300 - 322, 01.08.2021
https://doi.org/10.17275/per.21.67.8.3

Abstract

References

  • Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.
  • Akbuğa, S. (2009). İlköğretim 4. Sınıf matematik dersinde işbirlikli öğrenme ilkelerine göre yapılandırılmış grup etkinliklerinin öğrenci erişilerine ve tutumlarına etkisi. (Unpublished master’s thesis). Dokuz Eylül University, İzmir.
  • Akgüzel, G. (2006). İlköğretim 4-8. Sınıflarda yabancı dil öğretimindeki başarısızlık nedenlerinin incelenmesi. (Unpublished master’s thesis). Çukurova University Institute of Social Sciences, Adana.
  • Aktaş, B. Ç., & Can, Y. (2019). The effect of "whatsapp" usage on the attitudes of students toward english self-efficacy and english courses in foreign language education outside the school. International Electronic Journal of Elementary Education, 11(3), 247-256.
  • Aktaş, M. (2013). Researching the Effect of the 5E Learning Model and Cooperative Learning Metod on Academic Achivement in Biology Lesson. Ahi Evran University Kırşehir Journal of Education Faculty (KEFAD), 14(3), 37-58.
  • Aktay, E. G., & Gültekin, M. (2015). Peer collaboration and early reading and writing teaching. Trakya University Journal of Social Sciences, 17(1), 291-309.
  • Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: looking at trustwothiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies, 5(2), 272-281.
  • Arslan, H., & Kuzu, A. (2019). Teachers’ opinions of applicability of EBA class module and vclass software on flipped classroom model. Bolu Abant İzzet Baysal University Journal of Education Faculty, 19(1), 20-36.
  • Astra, I., Wahyuni, C., & Nasbey, H. (2015). Improvement of learning process and learning outcomes in Physics learning by using collaborative learning model of group investigation at high school. Journal of Education and Practice, 6(11), 75-79.
  • Ateş, G., & Günbayı, İ. (2017). The problems of English teachers who teach at junior secondary schools in teaching foreign language. Journal of Research in Education And Teaching, 6/2, 347-361.
  • Aykaç, M., & Çetinkaya, G. (2013). The effect of creative drama activities on preservice Turkish language teachers’ speaking skills. Electronic Turkish Studies, 8(9), 671-682. Baker, J. (2000). The "classroom flip": Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, FL.
  • Başkan, Ö. (2006). Yabancı dil öğretimi ilkeler ve çözümler. İstanbul: Multılıngual,77.
  • Başol, G. (2013). Eğitimde ölçme ve değerlendirme (2.Baskı). Ankara: Pegem Akademi.
  • Baker, J. W. (2000). “The ‘classroom flip’: Using web course management tools to become the guide by the side,” 11th International Conference on College Teaching and Learning, Jacksonville, Florida, United States.
  • Barak, M., & Shakman, L. (2008). Reform based science teaching: Teachers’ instructional practices and conceptions. Eurasia Journal of Mathematics, Science & Technology Education, 4, 11-20.
  • Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Education Digest, September, 37-41.
  • Bergmann, J., & Sams, A. (2012), Flip your classroom: Reach every student in every class every day. Washington: International Society for Technology in Education.
  • Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24-29.
  • Bilgin, T. (2004). The use of student teams' success sections technique in elementary school seventh grade mathematics (on polygons) and application results. Uludağ University Eğitim Fakültesi Dergisi, 17(1), 19-28.
  • Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. 120th ASEE Annual Conference veExposition, Atlanta, GA.
  • Bolat, Y. (2016). The flipped classes and educatıon ınformatıon network (EIN). Journal of Human Sciences, 13(2), 3373-3388.
  • Boyacı, Z., Şahin, Ş., Ökmen, B., Danişman, Ş., Hasırcı Eriş, H. M., Kırcaburun, K., & Kılıç, A. (2017). Opinions about the flipped learning model. 26. International Educational Sciences Congress, 20-23 April, Antalya. (Summary).
  • Brinkmann, S. (2013). Qualitative interviewimg: understamding qualitative research. New York: Ocford University Press.
  • Calhoun, E. F. (2002). Actian research for school improvement. Educationa/Leadership, 59(6), March, p. 18-24.
  • Costello, P.J.M. (2007). Action Research. Continuum Books: London.
  • Council of Europe (2002). Common European Framework of Reference for Languages: Learning, teaching, assessment language examining and test development. Strasbourg, Council of Europe.
  • Danişman, Ş., Hasırcı Eriş, H. M., Kırcaburun, K., Boyacı, Z., Şahin, Ş., Ökmen, B., & Kılıç, A. (2017). Investigation of flipped learning approach according to expert opinions. Journal of Education and Practice, 8(26), 81-90.
  • Demirel, Ö. (2008). Yabancı dil öğretimi. Ankara: Pegem Akademi Yayıncılık.
  • Elliot, J. (1991). Action research for educational change. Open University Press. Buckingham.
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 14-27.
  • Fattah, S. F. (2015). The effectiveness of using whatsapp messenger as one of mobile learning techniques to develop students' writing skills. Mobile Learning Techniques to Develop Students' Writing Skills, 115- 127.
  • Freankel, J. R., & Wallen, N. E. (2000). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
  • Gelici, Ö., & Bilgin, İ. (2011). Introducing cooperative techniques and examining students’ opinions. Adıyaman University Journal of Science, 1(1), 40-70.
  • Glanz, J. (1999). A primer on antian research for the school administratars. The Clearing House, p:301 -304.
  • Grandgenett, N., Harris, J. & Hofer, M. (2010). An activity-based approach to technology integration in the Mathematics classroom. NCSM Journal, 11, 19-28.
  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Arlington, VA: Flipped Learning Network.
  • Işık, A.(2008). Yabancı dil eğitimimizdeki yanlışlıklar nereden kaynaklanıyor? Journal of Language and Linguistic Studies. 4(2).
  • Johnson, D.W., & Johnson, R.T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73.
  • Johnson, G. B. (2013). Student perceptions of the flipped classroom. (Unpublished master’s thesis). The University Of British Columbia.
  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.
  • Kılıç, A., Aydın, M., Ökmen, B., & Şahin, Ş. (2019). Kuramdan Uygulamaya İhtiyaç Belirleme. Pegem Akademi.
  • Kılıçarslan, R. (2014). Yabancı dil olarak türkçenin öğretiminde drama yönteminin konuşma becerisine etkisi. (Unpublished doctorate dissertation). On Sekiz Mart University, Institute of Education Sciences, Çanakkale.
  • Maden, S. (2010). Türkçe öğretiminde drama yönteminin gerekliliği. Türklük Bilimi Araştırmaları, (27), 503-519.
  • Manan, N. A. (2017). Whatsapp mobile tool in second lan¬guage learning. Indonesan EFL Journal, 3(1), 87-92.
  • McCawley, P. F. (2009). Methods for conducting an educational needs assessment. Idaho: University of IdahoExtension.
  • McCallum, S., Schultz, J., Sellke, K., & Spartz, J. (2015). An examination of the flipped classroom approach on college student academic involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42-55.
  • McKernan, J. (1991). Curriculum action research: A handbook of methods and resources for the reflective practitioner. New York: St. Martin’s Press.
  • MoNE (Ministry of Education). (2017). İngilizce Dersi Öğretim Programı. Ankara.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. (2nd Edt.). Thousand Oaks, California: Sage Publications.
  • Miller, A. (2012). Five best practices for the flipped classroom. Edutopia, 24, 02-12. Retrived July 5, 2017, from https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
  • Ning, H. (2013). The impact of cooperative learning on English as a Foreign Language tertiary learners’ social skills. Social Behavior and Personality, 41(4), 557-568.
  • O'Neil, K., Kelly, T., & Bone, S. (2012, June). We turned learning on its ear: flipping the developmental classroom. World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake, VA.
  • Ökmen, B., & Kılıç, A. (2016). A research about the level of using language teaching methods and its effect on some variables: in Turkey, Universal Journal of Educational Research, 4(9),1994-2001.
  • Ökmen, B., & Kılıç, A. (2018). English course teaching practices. European Journal of English Language Teaching, 3 (4),65-93.
  • Okmen, B., & Kilic, A. (2020). The effect of layered flipped learning model on students' attitudes and self-regulation skills. International Journal of Research in Education and Science (IJRES), 6(3), 409-426. DOI: https://doi.org/10.46328/ijres.v0i0.957
  • Ökmen, B. (2020). Developıng the ınstructıonal process ın layered flıpped learnıng model. (Unpublished doctorate dissertation). Düzce University, Institute of Educational Sciences, Düzce.
  • Özdoğan, E. (2008) işbirlikli öğrenme yönteminin ilköğretim 4. Sınıf matematik öğretiminde öğrenci tutum ve başarısına etkisi: bilgisayar destekli işbirlikli öğrenme ve küme destekli bireyselleştirme tekniği. (Unpublished master’s thesis). Ege University, İzmir.
  • Öztürk, S. (2016). Programlama öğretimindeki ters-yüz öğretim yönteminin öğrencilerin başarılarına, bilgisayara yönelik tutumuna ve kendi kendine öğrenme düzeylerine etkisi. (Unpublished master’s thesis). Ankara University, Ankara.
  • Paker, T. (2012). Türkiye’de neden yabancı dil (ingilizce) öğretemiyoruz ve neden öğrencilerimiz iletişim kurabilecek düzeyde ingilizce öğrenemiyor?. Pamukkale University Journal of Education, 32, 89-94.
  • Pala, A. (2006). İlköğretim birinci kademe öğretmenlerinin eğitim teknolojilerine yönelik tutumları. Journal of Manas University Social Sciences, 16, 177-188.
  • Reyna, J. (2015). Active learning and the flipped classroom. Training & Development, 30-31.
  • Royse, D., Staton-Tindall, M., Badger, K., & Webster, J. M. (2009). Needs assessment. Newyork: Oxford University Press.
  • Sırakaya, D. A. (2017). Student Views on Gamified Flipped Classroom Model. Ondokuz Mayıs University Journal of Education Faculty, 36(1), 114-132.
  • Slavin, R.E. (1996). Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educatıonal Psychology, 21, 43–69.
  • Snow, C. E. (2002). Reading for understanding toward an RveD program in reading comprehension. Pittsburg: RAND.
  • Solak, E. (2013). Foreign language teaching at primary education in Finland and Turkey. Journal of International Social Research, 6/28.
  • Stone, B. B. (2012). Flip your classroom to ıncrease active learning and student engagement. 28th Annual Conference on Distance Teaching & Learning, (s. 1-5). Wisconsin: The Board of Regents of the University of Wisconsin System.
  • Talbert, R. (2012). Inverted classroom. Colleagues, 9(1).
  • Tétreault, P. L. (2006). The flipped classroom: Cultivating student engagement (Unpublished master dissertation). University of Victoria, Kanada.
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There are 77 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Burcu Ökmen 0000-0002-0296-0078

Abdurrahman Kılıç 0000-0002-2704-2951

Publication Date August 1, 2021
Acceptance Date February 12, 2021
Published in Issue Year 2021 Volume: 8 Issue: 3

Cite

APA Ökmen, B., & Kılıç, A. (2021). The Effect of Layered Flipped Learning Model on Academic Success. Participatory Educational Research, 8(3), 300-322. https://doi.org/10.17275/per.21.67.8.3