Year 2020, Volume 21 , Issue 4, Pages 31 - 67 2020-10-01

EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH

Tarik TALAN [1] , Veli BATDI [2]


This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.
Flipped classroom model, multi-complementary approach, meta-analysis, meta-thematic analysis, academic achievement
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Primary Language en
Subjects Social
Journal Section Articles
Authors

Orcid: 0000-0002-5371-4520
Author: Tarik TALAN (Primary Author)
Institution: Faculty of Engineering and Natural Sciences Gaziantep Islam Science and Technology University Gaziantep, TURKEY
Country: Turkey


Orcid: 0000-0002-7402-3251
Author: Veli BATDI
Institution: Gaziantep Education Faculty Gaziantep University Gaziantep, TURKEY
Country: Turkey


Dates

Application Date : October 10, 2019
Acceptance Date : October 23, 2020
Publication Date : October 1, 2020

APA Talan, T , Batdı, V . (2020). EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH . Turkish Online Journal of Distance Education , 21 (4) , 31-67 . DOI: 10.17718/tojde.803351