Research Article
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Year 2019, Volume: 20 Issue: 4, 31 - 60, 01.10.2019
https://doi.org/10.17718/tojde.640503

Abstract

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Akbulut, E. (2010). Levels of the empathic tendencies of classroom teachers. [Sinif Ogretmenlerinin Empatik Egilim Duzeyleri.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Sakarya University. [Sakarya Universitesi.] AlJaser, A. M. (2017). Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University. English Language Teaching, 10(4), 67. Arshad, K., & Imran, M. A. (2013). Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts. Compass: Journal of Learning and Teaching, 4(7). Ary, D., Jacobs, L.C., Sorensen, C.K., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth, Cengage Learning. Asef-Vaziri, A. (2015). The Flipped Classroom of Operations Management: A Not‐For‐Cost‐Reduction Platform. Decision Sciences Journal of Innovative Education, 13(1), 71-89. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-307. 56 Atwa, Z. M., Din, R., & Hussin, M. (2017). Effectiveness of Flipped Learning in Physics Education on Palestinian High School Students’ Achievement. Journal of Personalized Learning, 2(1), 73-85. Aydin, B. (2016). The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning. [Ters Yuz Sinif Modelinin Akademik Basari, Odev/Gorev Stres Duzeyi ve Ogrenme Transferi Uzerindeki Etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Suleyman Demirel University. [Suleyman Demirel Universitesi.] 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. 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., Overmyer, J., & Wilie, B. (2013). The flipped class: What it is and what it is not. The Daily Riff, 9. 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. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA, 30(9), 1-18. Boyraz, S. (2014). Evaluating flipped classroom/education method in English teaching. [Ingilizce Ogretiminde Tersine Egitim Uygulamasinin Degerlendirilmesi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Afyon Kocatepe University. [Afyon Kocatepe Universitesi.] Bosner, S., Pickert, J., & Stibane, T. (2015). Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge. BMC medical education, 15(1), 63. Brunsell, E., & Horejsi, M. (2011). Flipping your classroom. Learning and Leading with Technology, 78(2), 10. Butzler, K. B. (2014). The effects of motivation on achievement and satisfaction in a flipped classroom learning environment. Northcentral University. Buyukozturk, S.(2011) Sosyal Bilimler icin Veri Analizi El Kitabi. Pegem Akademi Publications, Ankara. Can, A. (2013). SPSS ile Bilimsel Arastirma Surecinde Nicel Veri Analizi. Pegem Publications, Ankara. Ceylan, C. K. (2015). Effect of blended learning to academic achievement. [Harmanlanmis Ogrenme Yonteminin Akademik Basariya Etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Adnan Menderes University. [Adnan Menderes Universitesi.] Chapman, E. (2003). Assessing student engagement rates. ERIC Digest. Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27. Chu, L., & Sun, S. H. (2015). The application of flipped classroom in pediatric physical therapy. Physiotherapy, 101, e252. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. Creswell, J., W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Upper Saddle River, NJ: Merrill. Cakir, E. (2017). The effect of flipped classroom on 7th grade students’ academic achievement, cognitive risk taking skills and computational thinking skills in science education classroom. [Ters yuz sinif uygulamalarinin fen bilimleri 7. sinif ogrencilerinin akademik basari, zihinsel risk alma ve bilgisayarca dusunme becerileri uzerine etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Ondokuz Mayis University. [Ondokuz Mayis Universitesi.] 57 Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Prentice Hall. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. Demiralay, R. (2014). Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory. [Evde Ders Okulda Odev Modelinin Benimsenmesi Surecinin Yeniligin Yayilimi Kurami Cercevesinde Incelenmesi.] Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Gazi University. [Gazi Universitesi.] Dixon, K. L. (2017). The effect of the flipped classroom on urban high school students’ motivation and academic achievement in a high school science course. Liberty University. Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4. Duffy, C. M. (2016). The impact of flipped learning on student achievement in an eighth grade earth science classroom. Doctoral Dissertation, Wilkes University. Elian, S. M., & Hamaidi, D. A. H., (2018). The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan, International Journal of Emerging Technologies in Learning (iJET), 13(02), 110-125. Errey, R., & Wood, G. (2011). Lessons from a student engagement pilot study. Australian Universities’ Review, 53(1), 21-34. Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-72. Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39-49. Fredricks, J. A. (2011). Engagement in school and out-of-school contexts: A multidimensional view of engagement. Theory Into Practice, 50, 327-335. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of educational psychology, 95(1), 148. Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. doi:10.1016/j. jneb.2014.08.008 Gonzalez-Gomez, D., Jeong, J. S., & Rodriguez, D. A. (2016). Performance and perception in the flipped learning model: an initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450-459. Halili,S. H., & Zainuddin, Z. (2015). Flipping the classroom: what we know and what we do not. The Online Journal of Distance Education and e-Learning (TOJDEL), 3(1), 28-35. Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure, 59(1), 5-13. Horton, W. (2011). E-learning by design. John Wiley & Sons. Iyitoglu, O. (2018). The impact of flipped classroom model on EFL learners’ academic achievement, attitudes and self-efficacy beliefs: a mixed method study. Doctoral Dissertation. Yildiz Teknik University. Johnson, D. (2012). Power up!: Taking charge of online learning. Educational Leadership, 70(3), 84-85. Kalayci, S. (2010). SPSS Uygulamali Cok Degiskenli Istatistik Teknikleri. Asil Publications, Ankara. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50. 58 Kim, S. H., Park, N. H., & Joo, K. H. (2014). Effects of flipped classroom based on smart learning on selfdirected and collaborative learning. International journal of control and automation, 7(12), 69-80. Kong, Q. P., Wong, N. Y., & Lam, C. C. (2003). Student engagement in mathematics: Development of instrument and validation of construct. Mathematics Education Research Journal, 15(1), 4-21. Korucu, A. T. (2013). In the environment of problem-based collaborative learning the effect of dynamic web technologies on academic achievement and academic engagement. [Problem temelli isbirlikli ogrenme ortaminda dinamik web teknolojilerinin akademik basari ile akademik ugrasiya etkisi.] Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Gazi University. [Gazi Universitesi.] Kuh, G. D. (2008). High impact education practices: What they are, who has access to them and why they matter. Washington DC: Association of American Colleges and Universities. Kuh, G. D. (2009). The National Survey of Student Engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), 5-20. Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2011). Piecing together the student success puzzle: Research, propositions, and recommendations: ASHE higher education report. San Francisco: John Wiley & Sons. Marzano, R. (2013). Art and science of teaching/ask yourself: Are students engaged. ASCD: Technology-Rich. Mason, G. S., Shuman T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course, IEEE Transactions on Education, 56(4). McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(5), 477-486. McLaughlin, J. E., Gharkholonarehe, N., & Esserman, D. A. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 8(2). Mertler, C. A., & Vannatta, R. A. (2002). A guide to multivariate techniques. Advanced and Multivariate Statistical Methods. 2nd ed. Los Angeles, CA: Pyrczak Publishing. Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance Learning, 9(3), 85. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. Morgan, H., McLean, K., Chapman, C., Fitzgerald, J., Yousuf, A., & Hammoud, M. (2015). The flipped classroom for medical students. The clinical teacher, 12(3), 155-160. O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25, 85–95. Osguthorpe, R. T., & Graham, C. R. (2003). 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Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Ataturk University. [Ataturk Universitesi.] Turan, Z., & Goktas, Y. (2015). A New Approach in Higher Education: The Students’ Views on Flipped Classroom Method. [Yuksekogretimde Yeni Bir Yaklasim: Ogrencilerin Ters Yuz Sinif Yontemine Iliskin Gorusleri.] Journal of Higher Education & Science/Yuksekogretim ve Bilim Dergisi, 5(2). Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education 46 (2), 153-184. Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 29(4), 517–35. Whillier, S., & Lystad, R. P. (2015). No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy. 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The Effect of A Flipped Classroom on Students’ Achievements, Academic Engagement and Satisfaction Levels

Year 2019, Volume: 20 Issue: 4, 31 - 60, 01.10.2019
https://doi.org/10.17718/tojde.640503

Abstract

In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students’ achievements, academic engagement and satisfaction levels. Based on this aim, one control and two experimental groups were formed. The students in Experiment-I learned the theoretical aspect of the course through the materials in the online learning environment which were prepared prior to the class study time in context with the “flipped classroom”. The students in Experiment-II learned the theoretical aspect of the course in the classroom in accordance with the blended learning model and fulfilled active learning activities out of class study time. The students in the control group learned the theoretical aspect of the course in the classroom according to the current curriculum and conducted active learning activities at their homes. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Akbulut, E. (2010). Levels of the empathic tendencies of classroom teachers. [Sinif Ogretmenlerinin Empatik Egilim Duzeyleri.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Sakarya University. [Sakarya Universitesi.] AlJaser, A. M. (2017). Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University. English Language Teaching, 10(4), 67. Arshad, K., & Imran, M. A. (2013). Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts. Compass: Journal of Learning and Teaching, 4(7). Ary, D., Jacobs, L.C., Sorensen, C.K., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth, Cengage Learning. Asef-Vaziri, A. (2015). The Flipped Classroom of Operations Management: A Not‐For‐Cost‐Reduction Platform. Decision Sciences Journal of Innovative Education, 13(1), 71-89. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-307. 56 Atwa, Z. M., Din, R., & Hussin, M. (2017). Effectiveness of Flipped Learning in Physics Education on Palestinian High School Students’ Achievement. Journal of Personalized Learning, 2(1), 73-85. Aydin, B. (2016). The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning. [Ters Yuz Sinif Modelinin Akademik Basari, Odev/Gorev Stres Duzeyi ve Ogrenme Transferi Uzerindeki Etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Suleyman Demirel University. [Suleyman Demirel Universitesi.] 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. 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., Overmyer, J., & Wilie, B. (2013). The flipped class: What it is and what it is not. The Daily Riff, 9. 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. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA, 30(9), 1-18. Boyraz, S. (2014). Evaluating flipped classroom/education method in English teaching. [Ingilizce Ogretiminde Tersine Egitim Uygulamasinin Degerlendirilmesi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Afyon Kocatepe University. [Afyon Kocatepe Universitesi.] Bosner, S., Pickert, J., & Stibane, T. (2015). Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge. BMC medical education, 15(1), 63. Brunsell, E., & Horejsi, M. (2011). Flipping your classroom. Learning and Leading with Technology, 78(2), 10. Butzler, K. B. (2014). The effects of motivation on achievement and satisfaction in a flipped classroom learning environment. Northcentral University. Buyukozturk, S.(2011) Sosyal Bilimler icin Veri Analizi El Kitabi. Pegem Akademi Publications, Ankara. Can, A. (2013). SPSS ile Bilimsel Arastirma Surecinde Nicel Veri Analizi. Pegem Publications, Ankara. Ceylan, C. K. (2015). Effect of blended learning to academic achievement. [Harmanlanmis Ogrenme Yonteminin Akademik Basariya Etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Adnan Menderes University. [Adnan Menderes Universitesi.] Chapman, E. (2003). Assessing student engagement rates. ERIC Digest. Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27. Chu, L., & Sun, S. H. (2015). The application of flipped classroom in pediatric physical therapy. Physiotherapy, 101, e252. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. Creswell, J., W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Upper Saddle River, NJ: Merrill. Cakir, E. (2017). The effect of flipped classroom on 7th grade students’ academic achievement, cognitive risk taking skills and computational thinking skills in science education classroom. [Ters yuz sinif uygulamalarinin fen bilimleri 7. sinif ogrencilerinin akademik basari, zihinsel risk alma ve bilgisayarca dusunme becerileri uzerine etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Ondokuz Mayis University. [Ondokuz Mayis Universitesi.] 57 Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Prentice Hall. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. Demiralay, R. (2014). Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory. [Evde Ders Okulda Odev Modelinin Benimsenmesi Surecinin Yeniligin Yayilimi Kurami Cercevesinde Incelenmesi.] Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Gazi University. [Gazi Universitesi.] Dixon, K. L. (2017). The effect of the flipped classroom on urban high school students’ motivation and academic achievement in a high school science course. Liberty University. Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4. Duffy, C. M. (2016). The impact of flipped learning on student achievement in an eighth grade earth science classroom. Doctoral Dissertation, Wilkes University. Elian, S. M., & Hamaidi, D. A. H., (2018). The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan, International Journal of Emerging Technologies in Learning (iJET), 13(02), 110-125. Errey, R., & Wood, G. (2011). Lessons from a student engagement pilot study. Australian Universities’ Review, 53(1), 21-34. Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-72. Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39-49. Fredricks, J. A. (2011). Engagement in school and out-of-school contexts: A multidimensional view of engagement. Theory Into Practice, 50, 327-335. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of educational psychology, 95(1), 148. Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. doi:10.1016/j. jneb.2014.08.008 Gonzalez-Gomez, D., Jeong, J. S., & Rodriguez, D. A. (2016). Performance and perception in the flipped learning model: an initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450-459. Halili,S. H., & Zainuddin, Z. (2015). Flipping the classroom: what we know and what we do not. The Online Journal of Distance Education and e-Learning (TOJDEL), 3(1), 28-35. Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure, 59(1), 5-13. Horton, W. (2011). E-learning by design. John Wiley & Sons. Iyitoglu, O. (2018). The impact of flipped classroom model on EFL learners’ academic achievement, attitudes and self-efficacy beliefs: a mixed method study. Doctoral Dissertation. Yildiz Teknik University. Johnson, D. (2012). Power up!: Taking charge of online learning. Educational Leadership, 70(3), 84-85. Kalayci, S. (2010). SPSS Uygulamali Cok Degiskenli Istatistik Teknikleri. Asil Publications, Ankara. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. 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Details

Primary Language English
Journal Section Articles
Authors

Tarik Talan 0000-0002-5371-4520

Sevinc Gulsecen This is me 0000-0001-8537-7111

Publication Date October 1, 2019
Submission Date August 28, 2018
Published in Issue Year 2019 Volume: 20 Issue: 4

Cite

APA Talan, T., & Gulsecen, S. (2019). The Effect of A Flipped Classroom on Students’ Achievements, Academic Engagement and Satisfaction Levels. Turkish Online Journal of Distance Education, 20(4), 31-60. https://doi.org/10.17718/tojde.640503

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