Yüksek Öğrenim Öğrencilerinin Çevrimiçi Ters Yüz Edilmiş Öğretime İlişkin Algıları

Abstract

Bu nitel çalışma, İranlı yüksek öğretim öğrencilerinin çevrimiçi ters çevrilmiş öğretime ilişkin algılarını araştırmayı amaçladı. Katılımcılar İngilizce Çevirmenlik bölümünde okuyan 25 İranlı lisans öğrencisiydi. İran'da bir dönem boyunca 'Dil Öğretiminde Yaklaşımlar ve Yöntemler' başlıklı çevrimiçi bir kurs için ters çevrilmiş eğitim aldılar. Veriler yapılandırılmış bir görüşme yoluyla toplanmıştır. Tüm katılımcıların deneyimlerinden memnun oldukları belirlendi. 'Etkili öğrenme', 'ilginç ve motive edici ders', 'daha fazla etkileşim', 'daha fazla işbirliği ve ortak çalışma', 'daha fazla katılım', 'faydalı ders zamanı', 'takım çalışması öğrenme', 'kontrol' gibi çeşitli faydalar belirtildi. zamanında öğrenme', 'pratik bilgi ve beceriler edinme', 'stresi azaltma', 'kendini yansıtma ve kendini değerlendirme', 'sorumluluk almayı öğrenme', 'öz güveni artırma', 'sınıfta daha fazla dikkat', 'Etkili geri bildirim alma', 'özerk olma' ve 'tüm öğrenme stillerini karşılama'. Ancak beş öğrenci de yaklaşımın öğrencilere ağır bir yük getirdiğinden şikayetçi oldu. Altı öğrenci, zayıf internet bağlantısının ve yeterli teknolojik araçların bulunmamasının, ülkenin yoksul bölgelerinde eğitim gören öğrenciler için zorluk yaratabileceğini savundu. Bu nedenle, çevrimiçi ters çevrilmiş pedagoji yoluyla olumlu sonuçlar elde edilebilir, ancak dikkatli bir planlama da gereklidir.

Keywords

• ters çevrilmiş pedagoji
• çevrimiçi sınıflar
• yükseköğretim öğrencilerinin algısı

Higher Education Learners’ Perception of the Online Flipped Instruction

Abstract

This qualitative study aimed at exploring the Iranian higher education learners’ perception of the online flipped instruction. The participants were 25 Iranian undergraduates who were English Translation majors. They received the flipped instruction for an online course, entitled ‘Approaches and Methods in Language Teaching’ for a semester in Iran. The data were gathered by a structured interview. It was found that all the participants were satisfied with their experience. Several benefits were stated, such as ‘effective learning’, ‘interesting and motivating class’, ‘more interaction’, ‘more cooperation and collaboration’, ‘more engagement’, ‘useful class time’, ‘learning team work’, ‘control on time to learn’, ‘acquiring practical knowledge and skills’, ‘reducing stress’, ‘self-reflection and self-evaluation’, ‘learning to take responsibility’, ‘boosting self-confidence’, ‘more attention in class’, ‘receiving effective feedback’, ‘becoming autonomous’, and ‘satisfying all learning styles’. However, five students also complained that the approach put a heavy burden on students. Six students argued that poor internet connection and lack of adequate technological tools can cause difficulty for the students who study in poor areas of the country. Therefore, Therefore, positive outcomes can be achieved via the online flipped pedagogy although careful planning is also required.

Keywords

• flipped pedagogy
• online classes
• higher education learners’ perception

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