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A systematic review of flipped classroom studies in Turkish education

Yıl 2018, , 207 - 229, 01.04.2018
https://doi.org/10.24289/ijsser.405647

Öz

The
purpose of this systematic review is to investigate the flipped classroom (FC)
studies conducted in Turkey. The review reported on 38 studies- 27 research
articles, 9 master’s theses and 2 PhD dissertations- published from 2014 till
2017 in ERIC, Science Direct, Web of Science, ULAKBIM, EBSCOhost, JSTOR, CoHE,
and DOAJ. The results showed FC related studies conducted in Turkey have four
major focuses: achievement, attitudes, motivation and perspectives of the
students in FC and traditional classrooms. As a results, the majority of the
studies concluded that students taught in FC increased their achievement, are
reported to be more motivated, and developed positive attitudes.

Kaynakça

  • Adnan, M. (2017) Perceptions of senior-year ELT students for flipped classroom: a mate-rials development course. Computer Assisted Language Learning, 30 (3-4), 204-222, DOI: 10.1080/09588221.2017.1301958.
  • Akgün, M. & Atıcı, B. (2017). The effect of flipped classroom on learners’ academic achievements and views. Kastamonu Journal of Education, 25(1), 329-344.
  • Aşıksoy, G. & Özdamlı, F. (2016). Flipped Classroom adapted to the ARCS model of mo-tivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1589-1603.
  • Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54.
  • Alsancak Sırakaya, D. (2015). The effect of flipped classroom model on academic achievement, self-directed learning readiness and motivation. (doctoral disserta-tion). Gazi University, Ankara, Turkey.
  • Azemi A (2013). Teaching electric circuits using a modified flipped classroom approach. In: Frontiers in education conference, 23–26 October 2013, Oklahoma City, OK, pp.309–310. IEEE Xplore Digital Library.
  • Aydın, B. (2016). The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning. (master’s thesis). Süleyman Demirel University, Isparta, Turkey.
  • Aydın, G. (2016). Ters yüz sınıf modelinin üniversite öürencilerinin programlamaya yönelik tutum, öz-yeterlilik algısı ve başarılarına etkisinin incelenmesi. (master’s thesis). Doyuz Eylül University, İzmir, Turkey.
  • Baker, J. W., & Mentch, M. W. (2000). IMOWA curriculum materials. http://www.imowa.org/curricula/flip/
  • Başal, A. (2012) “The use of flipped classroom in foreign language teaching,” in Proceed-ings of the 3rd Black Sea ELT Conference Technology: A Bridge to Language Learning, November 15-17, 8-13.
  • Barak, M., Harward, J., Kocur, G., & Lerman, S. (2007). Transforming an introductory programming course: From lectures to active learning via wireless laptops. Journal of Science Education and Technology, 16(4), 325-336.
  • Başal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education (TOJDE), 16(4-3), 28-37.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Bergmann, J., Overmyer, J., & Wilie, B. (2013, July 9). The flipped class: what it is and what it is not. The Daily Riff. Retrieved January 6, 2018, from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
  • Bishop, J.L. & Verleger, M.A. (2013). The flipped classrom: A survey of the research, American Society for Engineering Education (ASEE) National Conference Pro-ceedings, Atlanta, GA. Retrieved from http://www.asee.org/public/conferences/20/ papers/6219/view.
  • Brame, C., (2013). Flipping the classroom. Retrieved Friday, January 5, 2018 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Afyon Kocatepe Üniversitesi. Afyon.
  • Butt, A. (2014). Student Views on The Use of A Flipped Classroom Approach: Evidence From Australia. Business Education & Accreditation, 6(1), 33-43.
  • Ceylaner, S. (2016). Effects of flipped classroom on students’ self-directed learning readi-ness and attitudes towards English lesson in the 9th grade English language teach-ing. (master’s thesis). Mersin University, Mersin, Turkey.
  • Chen, F., Lui, A. M. & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51, 585-597.
  • Chen, Y., Wang, Y., Kinshuk & Chen, N.S. (2014). Is FLIP enough? or should we use the FLIPPED model instead? Computers & Education, 79, 16–27.
  • Çakır, E. (2017). The effect of flipped classroom on 7th grade students’ academic achievement, cognitive risk taking skills and computational thinking skills in science education classrooms. (master’s thesis). Ondokuz Mayıs University, Samsun, Turkey.
  • Çalışkan, N. (2016). Examining the influence of flipped classroom on students’ learning English as a foreign language (master’s thesis). Çağ University, Mersin, Turkey.
  • Çelebi, H., Karaaslan,H., & Demir-Vegter, S. (2016). The title of your paper: Corpus use in enhancing lexico-grammatical awareness through flipped applications. Journal of Language and Linguistic Studies, 12(2), 152-165.
  • Çetin Köroğlu, Z. & Çakır, A. (2017). Implementation of flipped instruction in language classrooms: an alternative way to develop speaking skills of pre-service English language teachers. International Journal of Education and Development using In-formation and Communication Technology (IJEDICT), 13(2), 42-55.
  • Çukurbaşı, B. & Kiyici, M. (2017). Preservice teachers’ views about flipped classroom model. Bayburt Journal of Educational Sciences,12(23), 87-102.
  • 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.
  • Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large enroll-ment physics class. Science, 332(6031), 862-864.
  • Educause. (2012). 7 things you should know about flipped classrooms. Retrieved from: http://net.educause.edu/ir/library/pdf/ELI7081.pdf
  • Ekmekçi, E. (2017). The flipped writing classroom in Turkish EFL context: a comparative study on a new model. Turkish Online Journal of Distance Education (TOJDE), 18 (2-12), 151-167.
  • Everett, J. W., Morgan, J. K., Stanzione, J. F., & Mallouk, K. E. (2014). A hybrid flipped first-year engineering course. Paper presented at Proceedings of 121st ASEE An-nual Conference & Exposition, Indianapolis, IN.
  • Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.
  • Gagné, F. (1985). Giftedness and talent: Reexamining a reexamination of the defini-tions. Gifted Child Quarterly, 29(3), 103-112.
  • Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik birvaka çalışması. Yayımlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü Bahçeşehir Üniversitesi. İstanbul.
  • Göğebakan Yıldız, D. & Kıyıcı, G. (2016). Effect of the flipped classroom on prospective teachers’ academic achievement, metacognitive awareness and epistemological be-liefs. CBÜ University Journal of Social Sciences, 14(3), 405-426.
  • Göğebakan Yıldız, D., Kıyıcı, G. & Altıntaş, G. (2016). A research into the flipped class-room in terms of the academic achievement, and views of prospective teachers. Sakarya University Journal of Education, 6(3), 186-200.
  • Görü Doğan, T. (2015). Using the social media in instructional processes: learner opinions on the flipped learning approach, AUAd, 1(2), 24-48.
  • Güç, F. (2017). The effect of flipped classroom practice on the rational numbers and op-erations with rational numbers. (master’s thesis). Amasya University, Amasya, Turkey.
  • Guskey, T. R. (2005). Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications. Online Submission.
  • Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
  • Huang, Y. N., & Hong, Z. R. (2015). The effects of a flipped English classroom interven-tion on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 1-19.
  • Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2014). Horizon Report: 2014 Higher Education.
  • Jenkins, C. (2012). The Advantages and Disadvantages of the flipped classroom. The Lec-ture Tools Blog, Posted by Chelsea Jenkins.
  • Karaca, C.& Ocak, M. A. (2017). Effects of flipped learning on university students’ aca-demic achievement in algorithms and programming education. International Online Journal of Educational Science, 9(2), 527-543.
  • Keefe, J. W. (2007). What is personalization? Phi Delta Kappan, 89(3), 217-223.
  • Kiat, P. N., & Kwot, Y. T. (2014). The flipped classroom experience. In Proceedings of IEEE CSEE&T (pp. 39–43). Klagenfurt, Austria: IEEE Xplore Digital Library.
  • Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The Experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
  • Kocabatmaz, H. (2016). The ideas of pre-service teachers regarding the flipped classroom model. Journal of Research in Education and Teaching, 5(4), 14-24.
  • Kurt, G. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Educational Technology & Society, 20 (1), 211–221.
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Yıl 2018, , 207 - 229, 01.04.2018
https://doi.org/10.24289/ijsser.405647

Öz

Kaynakça

  • Adnan, M. (2017) Perceptions of senior-year ELT students for flipped classroom: a mate-rials development course. Computer Assisted Language Learning, 30 (3-4), 204-222, DOI: 10.1080/09588221.2017.1301958.
  • Akgün, M. & Atıcı, B. (2017). The effect of flipped classroom on learners’ academic achievements and views. Kastamonu Journal of Education, 25(1), 329-344.
  • Aşıksoy, G. & Özdamlı, F. (2016). Flipped Classroom adapted to the ARCS model of mo-tivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1589-1603.
  • Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54.
  • Alsancak Sırakaya, D. (2015). The effect of flipped classroom model on academic achievement, self-directed learning readiness and motivation. (doctoral disserta-tion). Gazi University, Ankara, Turkey.
  • Azemi A (2013). Teaching electric circuits using a modified flipped classroom approach. In: Frontiers in education conference, 23–26 October 2013, Oklahoma City, OK, pp.309–310. IEEE Xplore Digital Library.
  • Aydın, B. (2016). The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning. (master’s thesis). Süleyman Demirel University, Isparta, Turkey.
  • Aydın, G. (2016). Ters yüz sınıf modelinin üniversite öürencilerinin programlamaya yönelik tutum, öz-yeterlilik algısı ve başarılarına etkisinin incelenmesi. (master’s thesis). Doyuz Eylül University, İzmir, Turkey.
  • Baker, J. W., & Mentch, M. W. (2000). IMOWA curriculum materials. http://www.imowa.org/curricula/flip/
  • Başal, A. (2012) “The use of flipped classroom in foreign language teaching,” in Proceed-ings of the 3rd Black Sea ELT Conference Technology: A Bridge to Language Learning, November 15-17, 8-13.
  • Barak, M., Harward, J., Kocur, G., & Lerman, S. (2007). Transforming an introductory programming course: From lectures to active learning via wireless laptops. Journal of Science Education and Technology, 16(4), 325-336.
  • Başal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education (TOJDE), 16(4-3), 28-37.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Bergmann, J., Overmyer, J., & Wilie, B. (2013, July 9). The flipped class: what it is and what it is not. The Daily Riff. Retrieved January 6, 2018, from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
  • Bishop, J.L. & Verleger, M.A. (2013). The flipped classrom: A survey of the research, American Society for Engineering Education (ASEE) National Conference Pro-ceedings, Atlanta, GA. Retrieved from http://www.asee.org/public/conferences/20/ papers/6219/view.
  • Brame, C., (2013). Flipping the classroom. Retrieved Friday, January 5, 2018 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Afyon Kocatepe Üniversitesi. Afyon.
  • Butt, A. (2014). Student Views on The Use of A Flipped Classroom Approach: Evidence From Australia. Business Education & Accreditation, 6(1), 33-43.
  • Ceylaner, S. (2016). Effects of flipped classroom on students’ self-directed learning readi-ness and attitudes towards English lesson in the 9th grade English language teach-ing. (master’s thesis). Mersin University, Mersin, Turkey.
  • Chen, F., Lui, A. M. & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51, 585-597.
  • Chen, Y., Wang, Y., Kinshuk & Chen, N.S. (2014). Is FLIP enough? or should we use the FLIPPED model instead? Computers & Education, 79, 16–27.
  • Çakır, E. (2017). The effect of flipped classroom on 7th grade students’ academic achievement, cognitive risk taking skills and computational thinking skills in science education classrooms. (master’s thesis). Ondokuz Mayıs University, Samsun, Turkey.
  • Çalışkan, N. (2016). Examining the influence of flipped classroom on students’ learning English as a foreign language (master’s thesis). Çağ University, Mersin, Turkey.
  • Çelebi, H., Karaaslan,H., & Demir-Vegter, S. (2016). The title of your paper: Corpus use in enhancing lexico-grammatical awareness through flipped applications. Journal of Language and Linguistic Studies, 12(2), 152-165.
  • Çetin Köroğlu, Z. & Çakır, A. (2017). Implementation of flipped instruction in language classrooms: an alternative way to develop speaking skills of pre-service English language teachers. International Journal of Education and Development using In-formation and Communication Technology (IJEDICT), 13(2), 42-55.
  • Çukurbaşı, B. & Kiyici, M. (2017). Preservice teachers’ views about flipped classroom model. Bayburt Journal of Educational Sciences,12(23), 87-102.
  • 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.
  • Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large enroll-ment physics class. Science, 332(6031), 862-864.
  • Educause. (2012). 7 things you should know about flipped classrooms. Retrieved from: http://net.educause.edu/ir/library/pdf/ELI7081.pdf
  • Ekmekçi, E. (2017). The flipped writing classroom in Turkish EFL context: a comparative study on a new model. Turkish Online Journal of Distance Education (TOJDE), 18 (2-12), 151-167.
  • Everett, J. W., Morgan, J. K., Stanzione, J. F., & Mallouk, K. E. (2014). A hybrid flipped first-year engineering course. Paper presented at Proceedings of 121st ASEE An-nual Conference & Exposition, Indianapolis, IN.
  • Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.
  • Gagné, F. (1985). Giftedness and talent: Reexamining a reexamination of the defini-tions. Gifted Child Quarterly, 29(3), 103-112.
  • Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik birvaka çalışması. Yayımlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü Bahçeşehir Üniversitesi. İstanbul.
  • Göğebakan Yıldız, D. & Kıyıcı, G. (2016). Effect of the flipped classroom on prospective teachers’ academic achievement, metacognitive awareness and epistemological be-liefs. CBÜ University Journal of Social Sciences, 14(3), 405-426.
  • Göğebakan Yıldız, D., Kıyıcı, G. & Altıntaş, G. (2016). A research into the flipped class-room in terms of the academic achievement, and views of prospective teachers. Sakarya University Journal of Education, 6(3), 186-200.
  • Görü Doğan, T. (2015). Using the social media in instructional processes: learner opinions on the flipped learning approach, AUAd, 1(2), 24-48.
  • Güç, F. (2017). The effect of flipped classroom practice on the rational numbers and op-erations with rational numbers. (master’s thesis). Amasya University, Amasya, Turkey.
  • Guskey, T. R. (2005). Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications. Online Submission.
  • Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
  • Huang, Y. N., & Hong, Z. R. (2015). The effects of a flipped English classroom interven-tion on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 1-19.
  • Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2014). Horizon Report: 2014 Higher Education.
  • Jenkins, C. (2012). The Advantages and Disadvantages of the flipped classroom. The Lec-ture Tools Blog, Posted by Chelsea Jenkins.
  • Karaca, C.& Ocak, M. A. (2017). Effects of flipped learning on university students’ aca-demic achievement in algorithms and programming education. International Online Journal of Educational Science, 9(2), 527-543.
  • Keefe, J. W. (2007). What is personalization? Phi Delta Kappan, 89(3), 217-223.
  • Kiat, P. N., & Kwot, Y. T. (2014). The flipped classroom experience. In Proceedings of IEEE CSEE&T (pp. 39–43). Klagenfurt, Austria: IEEE Xplore Digital Library.
  • Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The Experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
  • Kocabatmaz, H. (2016). The ideas of pre-service teachers regarding the flipped classroom model. Journal of Research in Education and Teaching, 5(4), 14-24.
  • Kurt, G. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Educational Technology & Society, 20 (1), 211–221.
  • 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.
  • Lorsbach, A., & Tobin, K. (1992). Constructivism as a referent for science teach-ing. NARST Newsletter, 30, 5-7.
  • Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and per-ceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324.
  • Marcey, D. & Brint, M. (2011). Transforming an Undergraduate Introductory Biology Course Through Cinematic Lectures and Inverted Classes: A Preliminary Assess-ment of The Clic Model Of The Flipped Classroom. California Lutheran University, Thousand Oaks, CA.
  • Marbach-Ad, G., & Sokolove, P. G. (2002). The Use of e-mail and in-class writing to fa-cilitate student–instructor interaction in large-enrollment traditional and active learning classes. Journal of Science Education and Technology, 11(2), 109-119.
  • McLaughlin, J. E., & Rhoney, D. H. (2015). Comparison of an interactive e-learning pre-paratory tool and a conventional downloadable handout used within a flipped neu-rologic pharmacotherapy lecture. Currents in pharmacy teaching and learning, 7(1), 12-19.
  • McLaughlin JE, Roth MT, Glatt DM, et al. (2014). The flipped classroom: A course rede-sign to foster learning and engagement in a health professions school. Academic Medicine 89(2): 236–243.
  • Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7.
  • Nichols, D. (2012, September 18). Flip Classroom Instruction: How to Guide Part 1 -- Ed-ucational technology tips. Educational Technology Tips.
  • Olson, R. (2014). Flipping engineering probability and statistics—Lessons learned for fac-ulty considering the switch. Paper presented at Proceedings of the 121st ASEE An-nual Conference & Exposition, Indianapolis, IN.
  • Ossman, K. A., & Warren, G. (2014). Effect of flipping the classroom on student perfor-mance in first year engineering courses. Paper presented at Proceedings of the 121st ASEE Annual Conference & Exposition, Indianapolis, IN.
  • Ozdamli, F. & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educa-tional Technology: Current Issues. 8(2), 98-105.
  • Özpınar, İ., Aydoğan Yenmez, A. & Gökçe, S. (2016). An application of flipped class-room model in the instructional technologies and material development course. Journal of Education and Training Studies, 4(12), 213-226.
  • Özyurt, Ö. & Özyurt, H. (2017). A qualitative study about enriching programming and algorithm teaching with flipped classroom approach. Pegem Eğitim ve Öğretim Dergisi, 7(2), 189-210.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74–84.
  • Sağlam, D. (2016). The effect of flipped classroom on the academic achievement and atti-tudes of students in English language teaching. (master’s thesis). Bülent Ecevit University, Zonguldak, Turkey.
  • Sarıgöz, O. (2017). An analytical study related learning with flipped classroom model. Mustafa Kemal University Journal of Social Sciences Institute, 14(38), 1-11.
  • Sezer, B. (2017). The effectiveness of a technology-enhanced flipped science classroom. Journal of Educational Computing Research, 55(4), 471-494.
  • Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Retrieved from http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf
  • Stone, B. B. (2012). Flip your classroom to increase active learning and student engage-ment. In Proceedings from 28th Annual Conference on Distance Teaching & Learning, Madison, Wisconsin, USA.
  • Sun, Y. C. (2017). Flipping every student? A case study of content-based flipped language classrooms. E-Learning and Digital Media, 14(1-2), 20-37.
  • Şahin A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a College Calculus Course: A Case Study. Educational Technology & Society, 18 (3), 142–152.
  • Şengel, E. (2016). To flip or not to flip: comparative case study in higher education in Turkey. Computers in Human Behavior, 64, 547-555.
  • Tague, J., & Baker, R. G. (2014). Flipping the classroom to address cognitive obstacles. Paper presented at Proceedings of the 121st ASEE Annual Conference, Indianapo-lis, IN.
  • Tan, C., Yue, W.G. & Fu, Y. (2017). Effectiveness of flipped classroom in nursing educa-tion: systematic review and meta-analysis. Chinese Nursing Research, 4, 192-200.
  • Talbert, R., & Valley, G. (2012). Learning MATLAB in the inverted classroom. Paper pre-sented at Proceedings of 1119th ASEE Annual Conference & Exposition, San An-tonio, TX.
  • Temizyürek, F., & Ünlü, N. A. (2015). An example of using the technology as a material in language teaching: “Flipped Classroom”. Bartın University Journal of Faculty of Education, 4(1), 64-72.
  • Tezci, E., ve Perkmen, S. (2013). Oluşturmacı perspektiften teknolojinin öğrenme-öğretme sürecine entegrasyonu. Çağıltay, K. ve Göktaş, Y. (Ed.). Öğretim teknolojilerinin temelleri: Teoriler, araştırmalar, eğilimler (s.185-211). Ankara Turkey: PEGEM. Tucker, B. (2012). Online instruction at home frees class time for learning. www.educationnext.org.
  • Tugun, V., Uzunboylu, H. & Ozdamlı, F. (2017). Coding education in a flipped class-room. TEM Journal, 6(3), 599-606.
  • Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student per-formance in cardiovascular, respiratory, and renal physiology. AJP Adv Physiol Educ 2013;37 (4):316–20.
  • Turan, Z. (2015). The evaluation of flipped classroom method and examination of its ef-fects on academic achievement, cognitive load and motivation. (doctoral disserta-tion). Ataturk University, Erzurum,Turkey.
  • Umutlu, D. (2016). Effects of different video modalities on writing achievement in flipped English classes (master’ thesis). Boğaziçi University, İstanbul, Turkey.
  • Uzunboylu, H., & Karagozlu, D. (2015). Flipped classroom: A review of recent literature. World Journal on Educational Technology. 7(2), 142-147.
  • Urfa, M. & Durak, G. (2017). Implementation of the flipped classroom model on scien-tific ethics course. Journal of Education and E-Learning Research, 4(3), 108-117.
  • Wilson, M., & Gerber, L. E. (2008). How generational theory can improve teaching: Strat-egies for working with the 'millennials. Currents in Teaching and Learning, 1(1), 29-44.
  • Yavuz, M. (2016). An investigation into the effects of flipped classroom applications on the academic success and experiences of students a secondary school. (master’s thesis). Atatürk University, Erzurum, Turkey.
  • Yıldırım, F. S. & Kıray, S. A. (2016). Flipped classroom model in education. Research Highlights in Education and Science 2016, 2.
  • Yılmaz, R. M. & Baydaş, Ö. (2017). An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom. Education Tech Research Dev, 65, 1547-1567.
  • Yılmaz, Ö. (2017). Flipped higher education classroom: an application in environmental education course in primary education. Higher Education Studies, 7(3), 93-102.
  • Yılmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classrooms. Computers in Human Behavior, 70, 251-260.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher mental process.
  • Zengin, Y. (2017). Investigating the use of the Khan Academy and Mathematics Software with a flipped classroom approach in mathematics teaching. Educational Technology & Society, 20 (2), 89–100.
  • Zeren, M. G. (2016). The flipped geography lecture. Journal of Marmara Geography, 33, 25-57.
Toplam 93 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Nurhan Tütüncü

Meral Aksu Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Tütüncü, N., & Aksu, M. (2018). A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207-229. https://doi.org/10.24289/ijsser.405647
AMA Tütüncü N, Aksu M. A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research. Nisan 2018;4(2):207-229. doi:10.24289/ijsser.405647
Chicago Tütüncü, Nurhan, ve Meral Aksu. “A Systematic Review of Flipped Classroom Studies in Turkish Education”. International Journal of Social Sciences and Education Research 4, sy. 2 (Nisan 2018): 207-29. https://doi.org/10.24289/ijsser.405647.
EndNote Tütüncü N, Aksu M (01 Nisan 2018) A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research 4 2 207–229.
IEEE N. Tütüncü ve M. Aksu, “A systematic review of flipped classroom studies in Turkish education”, International Journal of Social Sciences and Education Research, c. 4, sy. 2, ss. 207–229, 2018, doi: 10.24289/ijsser.405647.
ISNAD Tütüncü, Nurhan - Aksu, Meral. “A Systematic Review of Flipped Classroom Studies in Turkish Education”. International Journal of Social Sciences and Education Research 4/2 (Nisan 2018), 207-229. https://doi.org/10.24289/ijsser.405647.
JAMA Tütüncü N, Aksu M. A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research. 2018;4:207–229.
MLA Tütüncü, Nurhan ve Meral Aksu. “A Systematic Review of Flipped Classroom Studies in Turkish Education”. International Journal of Social Sciences and Education Research, c. 4, sy. 2, 2018, ss. 207-29, doi:10.24289/ijsser.405647.
Vancouver Tütüncü N, Aksu M. A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research. 2018;4(2):207-29.

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