The Impact of Digital Citizenship Instruction through Flipped Classroom Model on Various Variables

Yıl 2018, , 390 - 404, 16.10.2018

Kevser Hava , Mehmet Fikret Gelibolu

https://doi.org/10.30935/cet.471013

Öz

With the advent of portable technological devices
such as mobile phones and tablets, online learning environments have become
widespread at schools. This, in turn, has resulted in the emergence of a new
learning environment: flipped classrooms. The flipped classroom could be
defined as a modern learning environment where teaching content is presented to
students through online sources outside the school. The present study examined
the impact of digital citizenship instruction through the flipped classroom
model on various variables such as learning performance, self-regulated
learning, self-directed learning, and information literacy. The study employed
a quasi-experimental research design in which pre-tests and post-tests were
applied to both research and control groups. The participants were 59 teacher
candidates who were freshman undergraduates at Bozok University. During a
five-week implementation process, research group students performed certain
activities related to digital citizenship while the control group learned
digital citizenship via traditional methods. The results showed that the
flipped classroom model had a significant effect on only learning performance.
No difference were observed between research and control groups in terms of
self-regulated learning, self-directed learning, and information literacy
variables.

Anahtar Kelimeler

Digital citizenship, Flippped classroom, Learning performance, Self-regulated learning, Self-directed learning, Information literacy

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