AN INVESTIGATION OF STUDENTS’ PERSPECTIVES ON FLIPPED CLASSROOM METHOD AS A TYPE OF BLENDED MOOC MODEL AT THE DEPARTMENT OF ENGLISH LANGUAGE TEACHING AT EASTERN MEDITERRANEAN UNIVERSITY

Yıl 2023, Cilt: 7 Sayı: 3, 801 - 811, 30.09.2023

Bengi Sonyel , Mohammad Hosein Mehrzad Sadaghiani

https://doi.org/10.47525/ulasbid.1326694

Öz

MOOC stands for Massive Open Online Course, and it refers to a model of online education that allows for the widespread distribution of educational content to a large number of learners over the internet. The MOOC model has gained popularity for its accessibility, flexibility, and ability to reach a global audience. It has also been used by institutions and organizations for corporate training and professional development. However, it is worth noting that while MOOCs offer many advantages, they also come with challenges, such as issues related to completion rates and the need for self-discipline in self-paced courses.
In this research, the researchers explored the flipped classroom as the most important part of blended MOOC model. The aim of this research is to examine the potential effects of flipped classroom instruction on students’ learning. The research included all (35) third-year students of the EMU Department of Foreign Language Education. Both quantitative and qualitative (mixed) approaches were used as a methodology. According to the findings, after experiencing the flipped classroom experience, the students explained that they felt more ready for their lessons because they already had some preparation at home. Additionally, students reported that they felt more confident about the subject in general and that they were more intellectually prepared to ask socratic-type questions in their classes.

Anahtar Kelimeler

Flipped Classroom, Blended MOOC Model, Flıpped Classroom Students Perceptions

DOĞU AKDENİZ ÜNİVERSİTESİ İNGİLİZ DİLİ EĞİTİMİ BÖLÜMÜ ÖĞRENCİLERİNİN BİR HARMANLANMIŞ MOOC MODELİ OLARAK SINIF YÖNTEMİNE İLİŞKİN BAKIŞ AÇILARININ İNCELENMESİ

Öz

MOOC, Kitlesel Açık Çevrimiçi Kurs anlamına gelir ve eğitim içeriğinin internet üzerinden çok sayıda öğrenciye yaygın olarak dağıtılmasına olanak tanıyan bir çevrimiçi eğitim modelini ifade eder. MOOC modeli erişilebilirliği, esnekliği ve küresel bir izleyici kitlesine ulaşma yeteneği nedeniyle popülerlik kazanmıştır. Kurum ve kuruluşlar tarafından kurumsal eğitim ve mesleki gelişim amacıyla da kullanılmaktadır. Bununla birlikte, MOOC’un pek çok avantaj sunmasına rağmen, aynı zamanda tamamlama oranları ve kendi kendine ilerleyen kurslarda öz disiplin ihtiyacı ile ilgili sorunlar gibi zorlukları da beraberinde getirdiğini belirtmekte fayda var.
Bu araştırmada araştırmacılar, harmanlanmış MOOC modelinin en önemli parçası olarak ters çevrilmiş sınıfı araştırdılar. Bu araştırmanın amacı ters yüz sınıf öğretiminin öğrencilerin öğrenmesi üzerindeki potansiyel etkilerini incelemektir. Araştırma, DAÜ Yabancı Diller Eğitimi Bölümü tüm (35 kişi) 3. sınıf öğrencilerinin tamamını kapsamaktadır. Metodoloji olarak hem nicel hem de nitel (karma) yaklaşımlar kullanılmıştır. Bulgulara göre öğrenciler, ters çevrilmiş sınıf deneyimini yaşadıktan sonra evde hazırlık yaptıkları için kendilerini derslere daha hazır hissettiklerini ifade etmişlerdir. Ayrıca öğrenciler genel olarak konu hakkında kendilerini daha güvende hissettiklerini ve sınıflarında sokratik tipte sorular sormaya entelektüel açıdan daha hazırlıklı olduklarını bildirmişlerdir.

Anahtar Kelimeler

Çevrilmiş Sınıf, MOOC Modeli, E-Öğrenme, Öğrenci Algısı

Kaynakça

• Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.
• Albo, L., & Leo, H., D. (2016). Blended learning with MOOCs: towards supporting the learning design process. Paper
• presented at the Ubachs G, Konings L, editors. Enhancing European higher education:" Opportunities and impact of new modes of teaching". The Online, Open and Flexible Higher Education Conference; 2016 oct 19-21; Roma.[Maastricht]: European Association of Distance Teaching Universities; 2016. p. 578-588.
• Aliaga, M., & Gunderson, B. (2002). Interactive statistics. Virginia. America: Pearson Education.
• An, Y. J., & Williams, K. (2010). Teaching with Web 2.0 technologies: Benefits, barriers and lessons learned. International Journal of Instructional Technology and Distance Learning, 7(3), 41-48.
• Baker, J., & Mentch, M. (2000). IMOWA curriculum materials. http://www.imowa.org/curricula/flip/
• Baranovic, K. (2013). Flipping the first-year composition classroom: Slouching toward the pedagogically hip. Southeast Missouri State University.
• Başal, A. (2012). The Use of Flipped Classroom in Foreign Language Teaching. Honorary Chaırperson, 8. Bergmann, J., Overmyer, J., & Wilie, B. (2013). The flipped class: What it is and what it is not. The Daily Riff.
• Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the ASEE National Conference Proceedings, Atlanta, GA.
• Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning and Teaching, 9(2), 187.
• Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33-43.
• Cohen, S., & Brugar, K. (2013). I want that... flipping the classroom. Middle Ground, 16(4), 12.
• Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.
• Denzin, N. K., & Lincoln, Y. (2000). Qualitative research. Thousand Oaks ua, 413-427.
• Dewey, J. (1916). 1966. Democracy and Education: an introduction to the philosophy of education.
• Diab, B. M., & Abdel, K. M. (2016). The effect of using flipped classroom instruction on students’ achievement in the new 2016 scholastic assessment test mathematics skills in the United Arab Emirates.
• Driscoll III, T. F., & Petty, K. A. (2017). Student-driven education with flipped learning and 20-time. Flipped Instruction: Breakthroughs in Research and Practice: Breakthroughs in Research and Practice, 372.
• Ekmekci, E. (2017). The Flipped Writing Classroom In Turkish Efl Context: A Comparative Study On A New Model . Turkish Online Journal of Distance Education , 18 (2) , 151-167 . DOI: 10.17718/tojde.306566.
• Felder, R. M. (2012). Engineering education: A tale of two paradigms. Shaking the foundations of geo-engineering education, 9-14.
• Friesen, N. (2012). Report: Defining blended learning. URL: http://learningspaces. org/papers/Defining_Blended_Learnin g_NF. pdf (last accessed on September 29, 2015).
• Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
• Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines: John Wiley & Sons.