EDUCATION WITH FLIPPED CLASSROOM MODEL IN TURKEY: A DESCRIPTIVE CONTENT ANALYSIS

Öz

In recent years, with the epidemics in the world and the development of technology, education and training activities have ceased to be an action that takes place only at school. Remote education, which is completely independent of time and space, has started to be preferred over traditional education. The flipped classroom model, one of the blended model types, is one of the most widely used methods in recent years. In the light of this information, the aim of this study is to conduct a systematic review of the studies conducted on the flipped classroom model in Türkiye. In this context, it is aimed to evaluate the research trends, methods, fields, measurement tools, study groups and results obtained in the articles written on flipped classroom model in Turkey. In order to collect research data, articles published in the TR Index between 2015 and 2023 were scanned. The data obtained were analyzed by descriptive content analysis method. The results of the study revealed that the number of studies on flipped classroom has increased in recent years, quantitative research methods are mostly used in the studies and achievement tests are mostly used as data collection tools. The results also showed that the participants of the studies were mostly undergraduate students and many articles were published in the field of education. It was also found that English was mostly used as the research language and in addition to these, academic achievement and perception level variables were used in the studies and the results of the studies showed that the flipped classroom model increased academic achievement and provided positive attitudes and opinions towards the course it was applied.

Anahtar Kelimeler

• Flipped classroom
• distance education
• hybrid education

Kaynakça

1. Yilmaz, E. O., & Şimşek, N. (2022). Examining the effectiveness of discussion-oriented flipped learning environments. International Journal of Assessment Tools in Education, 9(Special Issue), 146-161. http://doi.org/10.21449/ijate.1126788
2. Yorgancı, S. (2020). A flipped learning approach to improving students' learning performance in mathematics courses. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education (EFMED), 14(1), 348-371. http://doi.org/10.17522/balikesirnef.657197
3. Zeren, M. G. (2016). The flipped geography lecture. Marmara Journal of Geography, (33), 25-57.
4. Zownorega, J. S. (2013). Effectiveness of flipping the classroom in a honors level, mechanics-based physics class. [Unpublished master's thesis]. Eastern Illinois University.