RETHİNKİNG CLASSROOMS: A COMPREHENSİVE ANALYSİS OF POSTGRADUATE THESES ON THE FLİPPED CLASSROOM MODEL İN TURKEY

Yıl 2024, Cilt: 6 Sayı: 1, 134 - 169, 25.06.2024

Beytullah Karagöz , Hakan Karatop , Ali Erdönmez

https://doi.org/10.48166/ejaes.1486948

Öz

This study examines the descriptive features, research designs, thematic distributions, and citation characteristics of the postgraduate theses on the Flipped Classroom Model (FCM) in Turkey. Within this context, 117 postgraduate theses submitted between 2014 and 2020 were analyzed in terms of their types, number of pages, publication language and year, relevant institutions, research methods, keywords, subject areas, effects and disadvantages of the model, and citation characteristics (number of citations, frequently cited journals, articles, books, authors). Content and citation analyses were employed to analyze the data of the study. The findings showed that most of the postgraduate studies were submitted at Gazi University and were carried out in a mixed research design. It has been also revealed that the most frequent keywords were “FCM”, “academic achievement” and “teaching English as a foreign language”. Moreover, it was determined that the FCM is a teaching method that is frequently used in language education and preferred by different academic fields of educational sciences. So, the model has been seen to have a positive effect on the learning environment in terms of academic achievement, motivation, permanent learning, and classroom interaction. However, it has been also determined that there are disadvantages such as the lack of digital competencies of teachers and students during the process and the cost in terms of time and technological infrastructure. In addition, it has been also revealed that the UK-labeled Computers & Education magazine directed the intellectual interest of the field and shaped the cognitive structure of researchers from the USA such as Jonathan Bergmann, Aaron Sams, Jeremy Strayer.

Anahtar Kelimeler

Citation analysis, content analysis, postgraduate theses, flipped classroom model

Kaynakça

• Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1-14.
• Akçor, G. (2018). Exploring the perceptions of pre-service english language teachers of flipped classroom. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
• Al, U., Soydal, İ. & Yalçın, H. (2010). Bibliyometrik özellikleri açısından bilig’in değerlendirilmesi. bilig, 55, 1-20.
• 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.
• American Journal of Pharmaceutical Education. (2021). American Journal of Pharmaceutical Education. accessed from https://www.ajpe.org/content/about-ajpe
• Anderson, H. G., Frazier, L., Anderson, S. L., Stanton, R., Gillette, C., Broedel-Zaugg, K., & Yingling, K. (2017). Comparison of pharmaceutical calculations learning outcomes achieved within a traditional lecture or flipped classroom andragogy. American Journal of Pharmaceutical Education, 81(4),70.
• Arnold-Garza, S. (2014). The flipped classroom teaching model and ıts use for ınformation literacy ınstruction. Communications in Information Literacy, 8 (1), 7-22. https://doi.org/10.15760/comminfolit.2014.8.1.161
• Awidi, I. T. & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers ve Education, 128, 269-283.
• Ayçiçek, B. (2018). Teknoloji destekli ters yüz sınıf modeli uygulamalarının İngilizce öğretiminde lise öğrencilerinin derse katılımları, akademik başarıları ve sınıf yaşamı algıları üzerindeki etkisinin incelenmesi [Doktora tezi, Mersin Üniversitesi].https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=T1mWGp9MngYYkCSgiJvtVsM_D-tNtnX- UU1yks8MU9BKTofiD0VZw65IBqf4xl3n
• Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers ve Education, 78, 227-236.
• Balcı, A. (2001). Sosyal Bilimlerde Araştırma. Yöntem, Teknik ve İlkeler. Ankara: Pegem Akademi Yayınları.
• Barca, M. & Hızıroğlu, M. (2009). 2000’li yıllarda Türkiye’de stratejik yönetim alanının entellektüel yapısı. Eskişehir Osmangazi Üniversitesi İktisadi ve İdari Bilimler Dergisi, 4(1), 113-148.
• Barseghian, T. (2011, May 20). Meet Sal Khan: The Seinfeld of the education revolution [Web log post]. Retrieved from http://blogs.kqed.org/mindshift/2011/05/meet-sal-khanthe-jerry-seinfeld-of-the-education-revolution/.
• Baumgartner, H. & Pieters, R. (2003). The structural influence of marketing journals: A citation analysis of the discipline and its subareas over time. Journal of Marketing, 67(2), 123-139.
• Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education, Virginia.
• Bhagat, K. K. & Spector, J. M. (2018, July). A bibliometric analysis of six years of research on flipped classroom. In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) (pp. 27-29). IEEE.
• Birgili, B., Seggie, F. N. & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 1-30.
• Bishop, J. L. & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18)
• Blau, I. & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers ve Education, 115, 69-81.
• Borgman, C. L. & Furner, J. (2002). Scholarly communication and bibliometrics. Annual Review of Information Science and Technology, 36(1), 1-53.
• Bornmann, L. & Daniel, H. D. (2008). What do citation counts measure? A review of studies on citing behavior. Journal of Documentation, 64, 45-80.
• Bozkurt, A., Keskin, N. O. & De Waard, I. (2016). Research trends in massive open online course (MOOC) theses and dissertations: Surfing the tsunami wave. Open Praxis, 8(3), 203-221.
• Burnukara, P. (2009). İlk ve orta ergenlikte geleneksel ve sanal akran zorbalığına ilişkin betimsel bir inceleme [A descriptive study on traditional and cyber bullying in early and middle adolescence]. (Master's dissertation). Hacettepe University Graduate School of Social Sciences, Ankara, Turkey. Available from the Council of Higher Education, National Dissertation Center, Dissertation ID: 258361.
• Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education ve Accreditation, 6(1), 33-43.
• Cetinkaya, B. (2010). İlköğretim ikinci kademe öğrencilerinde siber zorbalığın yaygınlığı [The prevalence of the cyberbullying on secondary school students]. (Master's dissertation). Selcuk University Graduate School of Educational Sciences, Konya, Turkey. Available from the Council of Higher Education, National Dissertation Center, Dissertation ID: 264388.
• Chen H. J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.
• Chen, F., Lui, A. M. & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585-597.
• Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C. & Chai, P. Y. C. (2018). Academic outcomes of flipped classroom learning: a meta‐analysis. Medical Education, 52(9), 910-924.
• Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers ve Education, 79, 16-27.
• Cheng, L., Ritzhaupt, A. D. & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
• Cheng, S. C., Hwang, G. J. & Lai, C. L. (2020). Critical research advancements of flipped learning: a review of the top 100 highly cited papers. Interactive Learning Environments, 1-17.
• Chiu, W. T., ve Ho, Y. S. (2007). Bibliometric analysis of tsunami research. Scientometrics, 73(1), 3-17.
• Christensen, L. B., Johnson, B. & Turner, L. A. (2015). Araştırma Yöntemleri: Desen ve Analiz. Ankara: Anı Yayıncılık.
• Chuang, H. H., Weng, C. Y. & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning?. British Journal of Educational Technology, 49(1), 56-68.
• Colás, P. (1998). Los métodos descriptivos. In P. Colás ve Y. L. Buendía (Eds.), Investigación Educativa (pp. 177–200). Sevilla: Alfar.
• Critz, C. M., & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator, 38(5), 210-213.
• Cronin, B. (2001). Bibliometrics and beyond: some thoughts on web-based citation analysis. Journal of Information Science, 27(1), 1-7.
• Çalışkan, M. & Serçe, H. (2018). Türkiye’de eğitim alanındaki eylem araştırması makaleleri: bir içerik analizi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 57-79.
• Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171-186.
• 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.
• Davies, R. S., Howell, S. L. & Petrie, J. A. (2010). A review of trends in distance education scholarship at research universities in North America, 1998–2007. International Review of Research in Open and Distance Learning, 11(3), 42–56.
• DeLozier, S. J. & Rhodes, M. G. (2017). Flipped classrooms: a review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.
• Ding, Y., Zhang, G., Chambers, T., Song, M., Wang, X. & Zhai, C. (2014). Content‐based citation analysis: The next generation of citation analysis. Journal of the Association for İnformation Science and Technology, 65(9), 1820-1833.
• Eby, L. T., Casper, W. J., Lockwood, A., Bordeaux, C. & Brinley, A. (2005). Work and family research in IO/OB: Content analysis and review of the literature (1980–2002). Journal of Vocational Behavior, 66(1), 124-197.
• Eğitim ve Öğretim Araştırmaları Dergisi. (2021). Eğitim ve Öğretim Araştırmaları Dergisi. http://www.jret.org/
• Elo, S. & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
• ELSEVIER. (2021a). Computers & Education. https://www.journals.elsevier.com/computers-and-education
• ELSEVIER. (2021b). Procedia-Social and Behavioral Sciences. https://www.journals.elsevier.com/procedia-social-and-behavioral-sciences
• Enfield, J. (2013). Looking at the impact of the Flipped Classroom Model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.
• Erbil, D. G. (2019). Tersine çevrilmiş sınıf ortamında işbirlikli öğrenme yönteminin akademik başarı ve psikososyal değişkenler üzerindeki etkisi. Doktora tezi, Dokuz Eylül Üniversitesi, İzmir.
• ERIC. (2020). ERIC search: ‘Flipped classroom’. Retrieved October 27, 2020, from http://eric.ed. gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=ZPDsAWY4X8BNNKujkOnExw__.ericsrv004?newSearch=trueveeric_sortField=vesearchtype=keywordvepageSize=10veERICExtSearch_SearchValue_0=%22flipped+classroom%22veeric_displayStartCount=1ve_pageLabel =ERICSearchResultveERICExtSearch_SearchType_0=kw
• Evseeva, A. & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209.
• Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective?. Chemistry Education Research and Practice, 16(1), 179-186.
• Ferreri, S. P. & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77, 13.
• Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39-49.
• Francl, T. J. (2014). Is flipped learning appropriate. Journal of Research in Innovative Teaching, 71, 119-128.
• Frand, J. L. (2000). The information-age mindset changes in students and implications for higher education. Educause Review, 35, 14-25.
• 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.
• Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L. Y. & Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education, 82(5), 433-440. https://doi.org/10.5688/ajpe6898
• Graneheim, U. H. & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112.
• Griffith, D. A., Çavuşgil, S. T. & Xu, S. (2008). Emerging themes in international business research. Journal of International Business Studies, 39(7), 1220-1235.
• Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. (2021). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. http://www.efdergi.hacettepe.edu.tr/
• Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92.
• Hara, N., Bonk, C. J. & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28(2), 115-152.
• Herreid, C. F. & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
• Hew, K. F. & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 1-12.
• Ho, M. H. C. & Liu, J. S. (2021). The swift knowledge development path of COVID-19 research: The first 150 days. Scientometrics, 126(3), 2391-2399.
• Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
• Hwang, G. J. & Lai, C. L. (2017). Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses. Journal of Educational Technology ve Society, 20(1), 184-197.
• Jinlei, Z., Ying, W. & Baohui, Z. (2012). Introducing a new teaching model: Flipped classroom. Journal of Distance Education, 4(8), 46-51.
• Johnson, C. L. (2011). An examination of the primary and secondary effects of cyber-bullying: Development and testing of a cyber-bullying moderator/mediator model. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 868683577).
• Julia, J., Afrianti, N., Ahmed Soomro, K., Supriyadi, T., Dolifah, D., Isrokatun, I. & Ningrum, D. (2020). Flipped classroom educational model (2010-2019): A bibliometric study. European Journal of Educational Research, 9(4), 1377-1392.
• Karabulut‐Ilgu, A., Jaramillo Cherrez, N. & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411.
• Karadağ, E., Yalçın, M., Çiftçi, K., Danışman, Ş., Sölpük, N., Tosuntaş, Ş. & Ay, Y. (2017). Türkiye’de eğitim bilimleri ve öğretmen yetiştirme alanındaki bilimsel yayınların atıf analizleri. Bilgi Dünyası, 18(1), 9-28
• Karagöz, B. & Şeref, İ. (2021). Türkçe eğitimi doktora tezlerine bütünsel bir yaklaşım (1995- 2020). Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, 46, 43-68.
• Karagöz, B. & Koç Ardıç, İ. (2019). Ana Dili Eğitimi Dergisi’nde yayımlanan makalelerin bibliyometrik analizi. Ana Dili Eğitimi Dergisi, 7(2), 419-435.
• Kaya, M. F. (2018). 4. sınıf öğrencilerinin temel dil becerilerinin geliştirilmesine yönelik tersyüz sınıf modelinin uygulanması. Doktora tezi. Eskişehir Osmangazi Üniversitesi, Eskişehir.
• Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
• Kushairi, N. & Ahmi, A. (2021). Flipped classroom in the second decade of the Millenia: a Bibliometrics analysis with Lotka’s law. Education and Information Technologies, 1-31.
• Kushkowski, J. D., Parsons, K. A. & Wiese, W. H. (2003). Master’s and doctoral thesis citations: Analysis and trends of a longitudinal study. Libraries and The Academy, 3(3), 459-479.
• Lacey, B. (2007). Social aggression: A study of internet harassment. Hofstra University, New York.(Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 304851762).
• Lin, Y. & Kaid, L. (2000). Fragmentation of the intellectual structure of political communication study: some empirical evidence. Scientometrics, 47(1), 143–164.
• Liu, Z., Yin, Y., Liu, W. & Dunford, M. (2015). Visualizing the intellectual structure and evolution of innovation systems research: A bibliometric analysis. Scientometrics, 103(1), 135-158.
• Lombard, M., Snyder‐Duch, J. & Bracken, C. C. (2002). Content analysis in mass communication: Assessment and reporting of intercoder reliability. Human Communication Research, 28(4), 587-604.
• Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324.
• Ma, H., Wu, M. & Ko, C. (2019, May). A Study on the Trends and Reflections on the Frontier Development of Flipped Education in the World: A Science Mapping Analysis. In 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019) (pp. 209-214). Atlantis Press.
• MacRoberts, M. H. & MacRoberts, B. R. (1989). Problems of citation analysis: A critical review. Journal of the American Society for Information Science, 40(5), 342-349.
• Mazur, E. (2009). Farewell, lecture? Science,323, 50-51. McLean, S., Attardi, S. M., Faden, L. & Goldszmidt, M. (2016). Flipped classrooms and student learning: Not just surface gains. Advances in Physiology Education, 40(1), 47-55.
• Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance Learning, 9(3), 85-87.
• Moed, H. F. (2009). New developments in the use of citation analysis in research evaluation. Archivum İmmunologiae et Therapiae Experimentalis, 57(1), 13–8.
• Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical Teacher, 37(4), 331-336.
• Morgan, H. (2014). Focus on technology: Flip your classroom to increase academic achievement: Hani Morgan, Editor. Childhood Education, 90(3), 239-241.
• Nederhof, A. J. (2006). Bibliometric monitoring of research performance in the social sciences and the humanities: A review. Scientometrics, 66(1), 81-100.
• Neuendorf, K. A. (2002). The Content Analysis Guidebook. Thousand Oaks, CA: Sage
• Neuendorf, K. A. ve Kumar, A. (2015). Content analysis. The International Encyclopedia of Political Communication, 1-10.
• Nicolaisen, J. (2007). Citation analysis. Annual Review of Information Science and Technology, 41(1), 609-641. O’Flaherty, J. & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The İnternet and Higher Education, 25, 85-95.
• Özkal, C. (2019). Flipped vocabulary learning among Turkish learners of English as a foreign language: a sequential explanatory mixed method study. Yayınlanmamış yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Ankara.
• Özyurt, Ö. & Özyurt, H. (2015). Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014. Computers in Human Behavior, 52, 349-358.
• Pearson, G. (2012), Biology teacher’s flipped classroom: A simple thing, but it’s so powerful, Education Canada, 52(5).
• Pierce, R. & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10).1-5.
• Pilkington, A. & Meredith, J. (2009). The evolution of the intellectual structure of operations management—1980–2006: A citation/co-citation analysis. Journal of Operations Management, 27(3), 185-202.
• Ramnanan, C. J. & Pound, L. D. (2017). Advances in medical education and practice: student perceptions of the flipped classroom. Advances in Medical Education and Practice, 8, 63-73.
• Roehl, A., Reddy, S. L. & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44-49.
• Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80(2), 34.
• Sandelowski, M. (2000). Whatever happened to qualitative description?. Research in Nursing and Health, 23(4), 334-340.
• SCImago. (2021). Scimago journal & country rank. http://www.scimagojr.com/
• Scopus. (2020). Scopus search: ‘Flipped classroom’. Retrieved October 27, 2020, from https://www.scopus.com/results/results.uri?number
• Sergis, S., Sampson, D. G. & Pelliccione, L. (2018). Investigating the impact of flipped classroom on students’ learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378.
• Sharma, N., Lau, C. S., Doherty, I. & Harbutt, D. (2015). How we flipped the medical classroom. Medical Teacher, 37(4), 327-330.
• Simpson, V. & Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse Education in Practice, 15(3), 162-167.
• Smith, L. C. (1981). Citation analysis.Library Trends, 30, 83-106.
• Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior, 60, 514-524.
• Springer. (2021a). Educational Technology Research and Development. Accessed from https://www.springer.com/journal/11423
• Springer. (2021b). Learning Environments’ Research.Accessed from https://www.springer.com/journal/10984 Strijbos, J. W., Martens, R. L., Prins, F. J. & Jochems, W. M. (2006). Content analysis: What are they talking about?. Computers & Education, 46(1), 29-48.
• Şeref, İ. & Karagöz, B. (2020). Citation Analysis of Graduate Theses on Teaching of Turkish as a Foreign Language (1988-2019). Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 49(2), 1145-1183.
• Şeref, İ., & Karagöz, B. (2019). Türkçe eğitimi akademik alanına ilişkin bir değerlendirme: Web of Science veri tabanına dayalı bibliyometrik inceleme. Dil Eğitimi ve Araştırmaları Dergisi, 5(2), 213-231.
• Taylor & Francis Online. (2021). Computer Assisted Language Learning. Accessed from https://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=ncal20
• Thomson Reuters. (2021). Journal Citation Reports. https://clarivate.com/webofsciencegroup/solutions/journal-citation-reports/?parentKey=591283%2C605631
• Tsai, H. L. & Wu, J. F. (2020). Bibliometric analysis of flipped classroom publications from the Web of Science Core Collection published from 2000 to 2019. Science Editing, 7(2), 163-168.
• Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
• Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped Classroom improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37(4), 316-320.
• Turan, Z. & Akdag-Çimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606.
• Uludağ Üniversitesi Eğitim Fakültesi Dergisi. (2021). Uludağ Üniversitesi Eğitim Fakültesi Dergisi. https://dergipark.org.tr/tr/pub/uefad/aim-and-scope
• Urfa, M. (2017). Bilimetiği öğretiminde ters yüz sınıf modelinin uygulanması. Yayımlanmamış yüksek lisans tezi, Balıkesir Üniversitesi, Balıkesir.
• Uzunboylu, H. & Karagözlü, D. (2017). The emerging trend of the flipped classroom: A content analysis of published articles between 2010 and 2015. Revista de Educación a Distancia, 54, 1-13.
• Vaismoradi, M., Turunen, H. & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing and Health Sciences, 15(3), 398-405.
• Veletsianos, G. & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. International Review of Research in Open and Distributed Learning, 17(2), 198-221.
• Waltman, L. (2016). A review of the literature on citation impact indicators. Journal of Informetrics, 10(2), 365-391.
• Wang, M. C., Haertel, G. D. & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84(1), 30-43.
• Wang, M. H., Yu, T. C., & Ho, Y. S. (2010). A bibliometric analysis of the performance of Water Research. Scientometrics, 84(3), 813-820.
• Wanner, T. & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers ve Education, 88, 354-369.
• Waugh, C. K. & Ruppel, M. (2004). Citation analysis of dissertation, thesis, and research paper references in workforce education and development. The Journal of Academic Librarianship, 30(4), 276-284.
• White, H. D. & McCain, K. W. (1998). Visualizing a discipline: An author co‐citation analysis of information science, 1972–1995. Journal of the American Society for Information Science, 49(4), 327-355.
• Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199.
• Yang, L., Sun, T. & Liu, Y. (2017). A bibliometric investigation of flipped classroom research during 2000-2015. International Journal Of Emerging Technologies In Learning, 12(6), 178-186.
• Yılmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.
• Yılmaz, K., & Altınkurt, Y. (2012). An Examination of Articles Published on Preschool Education in Turkey. Educational Sciences: Theory and Practice, 12(4), 3227-3241.
• Zainuddin, Z. & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313-340.
• Zainuddin, Z., Zhang, Y., Li, X., Chu, S. K. W., Idris, S. & Keumala, C. M. (2019). Research trends in flipped classroom empirical evidence from 2017 to 2018. Interactive Technology and Smart Education, 16(3), 255-277.
• Zupic, I. & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472.