Examining the effectiveness of discussion-oriented flipped learning environments

Yıl 2022, , 146 - 161, 29.11.2022

Erdi Okan Yılmaz , Nurettin Şimşek

https://doi.org/10.21449/ijate.1126788

Öz

The overall aim of the study was to examine the effects of the discussion-oriented flipped learning environments on the achievements, satisfaction levels, and high-ordered thinking skills of students. This semi-experimentally planned research was prepared in accordance with the 3x2 factorial design and conducted with a group of 190 second-year coeducational students attending their undergraduate education at Uşak University. A six-week application was conducted with three groups of students, who were classified as participating in discussions in the newly-developed discussion-oriented flipped learning environments with mandatory, voluntary, and non-attendee participation status. As the data collection tool of the research, achievement tests consisting of multiple choice and open-ended questions were used together with the satisfaction scales (related to videos, discussions, and general environment) developed by the researcher. As a result of the posttests applied after the application, it was determined that the overall achievement scores of the students, who participated in the discussions in discussion-oriented flipped learning environments, were significantly higher than those who did not participate in the discussions. It was determined that there was statistically no significant difference between the satisfaction levels of students concerning the videos, while the discussion satisfaction levels of students who participated on a mandatory basis were statistically significantly higher compared to those who participated on a voluntary basis. In terms of high-ordered thinking skill scores, it was determined that mandatory or voluntary participation in discussions in flipped learning environments have a significant and positive impact on high-ordered thinking skills, in comparison to the non-participation.

Anahtar Kelimeler

Flipped learning, Achievement, Satisfaction, High-ordered thinking skill, Discussion-oriented flipped learning environment

Tartışma odaklı tersdüz öğrenme ortamlarının etkililiğinin incelenmesi

Öz

Bu araştırmanın amacı tersdüz öğrenme ortamlarının tartışma odaklı hale getirilmesinin, öğrencilerin başarıları, doyumları ve üst düzey düşünme becerilerine etkilerini incelemektir. Yarı deneysel olarak planlanan araştırma, 3x2 faktöriyel desene uygun olarak hazırlanmış ve Uşak Üniversitesinde lisans öğrenimi görmekte olan 190 ikinci sınıf karma öğrenci grubu ile yürütülmüştür. Geliştirilen tartışma odaklı tersdüz öğrenme ortamlarındaki tartışmalara zorunlu olarak katılan, isteğe bağlı katılan ve tartışmalara hiç katılmayan öğrencilerden oluşan üç grup öğrenci ile altı haftalık uygulama gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak çoktan seçmeli ve açık uçlu sorulardan oluşan başarı testleri ile araştırmacı tarafından geliştirilen doyum ölçekleri (videolara ilişkin, tartışmalara ilişkin, genel ortama ilişkin) kullanılmıştır. Uygulama sonrası uygulanan sontestler neticesinde tartışma odaklı tersdüz öğrenme ortamlarında tartışmalara zorunlu ya da isteğe bağlı katılan öğrencilerin genel başarı puanlarının, tartışmalara katılmayanlara göre anlamlı olarak daha yüksek olduğu bulgusuna ulaşılmıştır. Öğrencilerin videolara ilişkin doyumları arasında anlamlı bir fark bulunmazken, tartışmalara zorunlu olarak katılan öğrencilerin tartışmalara ilişkin doyumları, isteğe bağlı katılan öğrencilere göre anlamlı olarak daha yüksek olduğu bulgusuna ulaşılmıştır. Üst düzey düşünme beceri puanları bakımından ise tersdüz öğrenme ortamlarında tartışmalara zorunlu ya da isteğe bağlı katılımın, hiç katılmamaya oranla üst düzey düşünme becerilerini anlamlı olarak olumlu yönde etkilediği bulgusuna ulaşılmıştır.

Anahtar Kelimeler

tersdüz öğrenme, başarı, doyum, üst düzey düşünme becerisi, tartışma odaklı tersdüz öğrenme ortamı

Kaynakça

• Acedo, M. (2019). 10 pros and cons of a flipped classroom [TeachThought]. https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/
• Aydın, B., & Demirer, V. (2016). Flipping the drawbacks of flipped classroom: Effective tools and recommendations. Journal of Educational and Instructional Studies in The World, 6(1), 33-40.
• Baker, J.W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. 11th. International Conference on College Teaching and Learning. https://digitalcommons.cedarville.edu/media_and_applied_communications_publications/15/
• Bates, J.E., Almekdash, H., & Gilchrest-Dunnam, M.J. (2017). The flipped college classroom. In Green, L.S., Banas, J.R., & Perkins, R.A. (Eds.), The flipped college classroom conceptualized and re-conceptualized (pp. 3-11). Springer.
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
• Bergmann, J., & Sams, A. (2014). Flipped learning: gateway to student engagement. International Society for Technology in Education.
• Bhagat, K.K., Chang, C.-N., & Chang, C.-Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 3(19), 134-142. http://www.jstor.org/stable/jeductechsoci.19.3.134
• Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115(1), 69-81. https://doi.org/10.1016/j.compedu.2017.07.014
• Bolat, Y. (2016). Ters yüz edilmiş sınıflar ve eğitim bilişim ağı (EBA) [The flipped classes and education information network (EIN)]. Journal of Human Sciences, 13(2), 3373-3388. http://dx.doi.org/10.14687/jhs.v13i2.3952
• Brewer, R., & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34(4), 409-416. https://doi.org/10.1111/jcal.12250
• Chowdhury, T.R. (2017). Engaging in isolation: Student engagement in a flipped classroom [TeachThought]. https://www.teachthought.com/technology/student-engagement-in-flipped-classroom/
• 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, 4(61), 563 580. https://doi.org/10.1007/s11423-013-9305-6
• Davis, L., Neary, M.A. & Vaughn, S.E. (2013). Teaching advanced legal research in a flipped classroom. Teaching Legal Research and Writing, 22(1), 13-19.
• Demirtaşlı, N. (2010). Üst düzey düşünme becerilerinin ölçülmesinde gündelik yaşam unsuru [Daily life element in measuring higher-order thinking skills]. CİTO Eğitim: Kuram ve Uygulama, 7(1), 9-26. https://docplayer.biz.tr/60122283-Ust-duzey-dusunme-becerilerinin-olculmesinde-gundelik-yasam-unsuru.html
• Du, S.-C., Fu, Z.-T., & Wang, Y. (2014). The flipped classroom–advantages and challenges. International Conference on Economic Management and Trade Cooperation. Atlantis Press.
• Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 6(57), 17 27. https://doi.org/10.1007/s11528-013-0698-1
• Gündüz, A.Y., & Akkoyunlu, B. (2016). Dönüştürülmüş sınıftan dönüştürülmüş öğrenmeye [From flipped classroom to flipped learning]. In A. İşman, F. Odabaşı & B. Akkoyunlu (Eds.), Eğitim Teknolojileri Okumaları 2016. (pp. 237 - 251). TOJET.
• Hung, H.-T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal. 1-13. https://doi.org/10.1093/elt/ccx055
• Jenkins, C. (2017). The advantages and disadvantages of the flipped classroom [Echo360]. http://blog.echo360.com/blog/bid/59158/The-Advantages-and-Disadvantages-of-the-Flipped-Classroom
• Kardaş, F., & Yeşilyaprak, B. (2015). Eğitim ve öğretimde güncel bir yaklaşım: teknoloji destekli esnek öğrenme (flipped learning) modeli [A current approach to education: flipped learning model]. Journal of Faculty of Educational Sciences, 48(2), 103-121. https://doi.org/10.1501/Egifak_0000001366
• Krueger, J. (2012). Five reasons against the flipped classroom [Stratostar]. https://stratostar.net/five-reasons-against-the-flipped-classroom/
• Lage, M.J., Platt, G.J., & Treglia, M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.2307/1183338
• Lee, M.K., & Park, B.K. (2018). Effects of flipped learning using online materials in a surgical nursing practicum: a pilot stratified group-randomized trial. Healthcare Informatics Research, 24(1), 69-78. https://doi.org/10.4258/hir.2018.24.1.69
• Lo, C.K., & Hew, K.F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 4(12), 1-22. https://doi.org/10.1186/s41039-016-0044-2
• Marwedel, P., & Engel, M. (2014). Flipped classroom teaching for a cyber-physical system course – an adequate presence-based learning approach in the internet age. IEEE Explore, 11-15. https://doi.org/10.1109/EWME.2014.6877386
• Milman, N.B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 3(9), 85-87.
• Ng, W. (2015). New digital technology in education. Springer. https://doi.org/10.1007/978-3-319-05822-1
• Nouri, J. (2016). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(33), 1-10. https://doi.org/10.1186/s41239-016-0032-z
• O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25(1), 85 95. https://doi.org/10.1016/j.iheduc.2015.02.002
• Ramaglia, H. (2015). The flipped mathematics classroom: A mixed methods study examining achievement, active learning, and perception. Kansas State University, USA.
• Strayer, J.F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 2(15), 171 193. https://doi.org/10.1007/s10984-012-9108-4
• Talbert, R. (2012). Inverted classroom [Scholar Works]. https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1183&context=colleagues
• Tetreault, P.L. (2013). The flipped classroom: Cultivating student engagement. University of Victoria. http://hdl.handle.net/1828/5086
• Topalak, Ş. (2016). Çevrilmiş öğrenme modelinin başlangıç seviyesi piyano öğretimine etkisi [The effect of flipped classroom model on the beginner level piano teaching] [Doctoral dissertation]. Inönü University.
• Torun, F., & Dargut, T. (2015). Mobil öğrenme ortamlarında ters yüz sınıf modelinin gerçekleştirilebilirliği üzerine bir öneri [A proposal on the feasibility of the flipped classroom model in mobile learning environments]. Adnan Menderes University Faculty of Education Journal of Education Sciences, 6(2), 20-29.
• Turan, Z., & Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri [A new approach in higher education: the students’ views on flipped classroom method]. Journal of Higher Education and Science, 2(1), 156-164. https://doi.org/10.5961/jhes.2015.118
• Üstündağ, M.T. (2012). Çevrimiçi öğrenme ortamlarında uyarlanmış sosyal etkileşim araçlarının öğrencilerin akademik başarılarına ve sosyal bulunuşluk algılarına etkisi [The effects of adaptable social interaction tools on students' academic achievements and perceptions of social presence in online learning environments] [Doctoral dissertation]. Gazi University.
• Wright, R.J. (2010). Multifaceted assessment for early childhood education. Sage Publications.
• Yılmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70(1), 251-260. https://doi.org/10.1016/j.chb.2016.12.085
• Zainuddin, Z. (2018). Implementing Moore's model of interaction in a flipped-class instruction. The Online Journal of Distance Education and e-Learning, 6(3), 10-20.