A content analysis of graduate dissertation using the flipped learning method

Yıl 2024, Cilt: 7 Sayı: 2, 208 - 242, 31.05.2024

Aysen Karamete

https://doi.org/10.31681/jetol.1408925

Öz

The aim of this study was to make a situation assessment by examining the postgraduate theses on flipped learning in Turkey between 2014-2023 in terms of thematic, methodological, and analysis techniques. In the study, the systematic review method, which is one of the literature review methods, was used, and data were collected by document analysis method with 177 graduate dissertation samples sourced from the National Thesis Center of the Council of Higher Education. Thematic examination revealed that the many of studies were completed in 2019 at the master’s level within programs at Gazi University, primarily in the Institute of Social Sciences and focusing on the discipline of foreign language education. Methodologically, mixed research methods were frequently used, with the pretest-posttest control group design being prevalent, and a university-level sample size ranging from 1 to 50. Academic achievement tests were the preferred quantitative data collection tools, while interviews were commonly used for qualitative data. In terms of analysis techniques, the t-test dominated quantitative data analysis, while content analysis was the primary method for qualitative data analysis.

Anahtar Kelimeler

Flipped Learning, Postgraduate Theses, Document Analysis, Content Analysis

Etik Beyan

This study was supported within the scope of Balıkesir University Scientific Research Projects (2017-046).

Destekleyen Kurum

Balıkesir University Scientific Research Projects

Proje Numarası

2017-046

Teşekkür

Balıkesir University Scientific Research Projects

Kaynakça

• Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. Journal of the American college of clinical pharmacy, 4(10), 1358-1367. https://doi.org/10.1002/jac5.1441
• Aljaber, N., Alsaidan, J., Shebl, N., & Almanasef, M. (2023). Flipped classrooms in pharmacy education: A systematic review. Saudi Pharmaceutical Journal, 101873. https://doi.org/10.1016/j.jsps.2023.101873
• Alonso, R. K., Vélez, A., Martínez-Monteagudo, M. C., & Rico-González, M. (2023). Flipped learning in higher education for the development of intrinsic motivation: A systematic review. Education Sciences, 13(12), 1226. https://doi.org/10.3390/educsci13121226
• Alsancak Sırakaya, D. (2015). The effect of flipped classroom model on academic achievement, self-directed learning readiness and motivation [Unpublished doctoral thesis]. Gazi University.
• Altınpulluk, H. (2018). Examination of theses on augmented reality in Turkey through bibliometric analysis method. Educational Technology Theory and Practice, 8(1), 248-272. https://doi.org/10.17943/etku.337347
• Baker, J. W. (2000). The 'classroom flip': Using web course management tools to become the guide by the side. In J. A. Chambers (Ed.), Selected Papers from the 11th International Conference on College Teaching and Learning (pp. 9-17). Florida Community College at Jacksonville.
• Baskara, F. R. (2023). Chatbots and flipped learning: Enhancing student engagement and learning outcomes through personalized support and collaboration. IJORER: International Journal of Recent Educational Research, 4(2), 223-238. https://doi.org/10.46245/ijorer.v4i2.331
• Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. International Society for Technology in Education (ISTE).
• 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, 8(3), 365-394. https://doi.org/10.1007/s40692-021-00183-y
• Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://doi.org/10.18260/1-2--22585
• Bolat, Y. (2016). The flipped classes and education information network (EBA). Journal of Human Sciences, 13(2), 3373-3388.
• https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/3952
• Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1), 61. https://doi.org/10.1186/s41239-023-00430-5
• Ceylan, E., & Hamzaoğlu, E. (2022). A review of postgraduate theses using flipped learning approach in science education fields in Turkey. Journal of Anatolian Cultural Research (JANCR), 6(1), 31-43. https://ankad.org/index.php/ankad/article/view/125
• Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. https://doi.org/10.1016/j.compedu.2014.07.004
• Chen, C. K., Huang, N. T. N., & Hwang, G. J. (2022). Findings and implications of flipped science learning research: A review of journal publications. Interactive Learning Environments, 30(5), 949-966. https://doi.org/10.1080/10494820.2019.1690528
• Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Dafun Jr, P. B., Nurhasan, N., Muhammad, H. N., Padmasari, D. F., & Ayubi, N. (2024). An investigation of the flipped learning method to physical education classes in the university: Systematic review. Retos: nuevas tendencias en educación física, deporte y recreación, (52), 384-389. https://dialnet.unirioja.es/servlet/articulo?codigo=9243416
• 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, 563-580. https://link.springer.com/article/10.1007/s11423-013-9305-6
• Demiralay, R. & Karataş, S. (2014). Flipped classroom model. Journal of Research in Education and Teaching, 3(3), 333-340. http://www.jret.org/FileUpload/ks281142/File/31.demiralay.pdf
• Demirer, V., & Aydın, B. (2017). A comprehensive analysis of the studies conducted in the framework of flipped classroom model. Educational Technology Theory and Practice, 7(1), 57-82. https://doi.org/10.17943/Etku.288488
• Denyer, D., & Tranfield, D. (2009). Producing a systematic review. In D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of organizational research methods (pp. 671–689). Sage Publications.
• Doğan, M. (2022). Bibliometric analysis of thesis studies on the flipped class carried in Turkey [Unpublished master’s thesis]. Süleyman Demirel University.
• Evans, L., Bosch, M. L. V., Harrington, S., Schoofs, N., & Coviak, C. (2019). Flipping the classroom in health care higher education: a systematic review. Nurse Educator, 44(2), 74-78. 10.1097/NNE.0000000000000554
• Ezentaş, R., & Karakaş, T. (2021). Investigation of studies on the flipped classroom model in mathematics education. Turkish Studies — Educational Sciences, 16(5), 2261-2273. https://dx.doi.org/10.7827/TurkishStudies.50861
• Fernández-Martín, F. D., Romero-Rodríguez, J. M., Gómez-García, G., & Ramos Navas-Parejo, M. (2020). Impact of the flipped classroom method in the mathematical area: A systematic review. Mathematics, 8(12), 2162. https://doi.org/10.3390/math8122162
• Fisher, R., Tran, Q., & Verezub, E. (2024). Teaching English as a foreign language in higher education using flipped learning/flipped classrooms: a literature review. Innovation in Language Learning and Teaching, 1-20. https://doi.org/10.1080/17501229.2024.2302984
• Fonseca, J., Silva, M. M. D., & Sá, S. (2023). Flipped learning with interactive videos: a systematic literature review. International Journal of Technology Enhanced Learning, 15(4), 428-445. https://doi.org/10.1504/IJTEL.2023.133793
• Fulton, K. P. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17. https://eric.ed.gov/?id=EJ982840
• Gaughan, J. E. (2014). The flipped classroom in world history. The History Teacher, 47(2), 221-244. https://www.jstor.org/stable/43264225
• Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them? Applied Measurement in Education, 29(4), 245-249. https://doi.org/10.1080/08957347.2016.1209207
• Graham, C. R. (2006). Blended learning systems: definition, current trends, future directions. C. J. Bonk, C. R. Graham (Eds.), in The Handbook of Blended Learning Global Perspectives (pp 3-21). Pfeiffer.
• Gündüz, A. Y. & Akkoyunlu, B. (2016). Dönüştürülmüş sınıftan dönüştürülmüş öğrenmeye. [From transformed classroom to transformed learning]. A. İşman, H. F. Odabaş and, B. Akkoyunlu (Eds). In Eğitim teknolojileri okumaları 2016 [Educational technologies readings 2016], (pp. 237-253), TOJET. http://www.tojet.net/e-book/eto_2016.pdf
• Honeycutt, B., & Garrett, J. (2014). Expanding the definition of a flipped learning environment. http://www.facultyfocus.com/articles/blended-flipped-learning/expanding-definition-flipped-learning-environment/.
• Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2014). NMC horizon report: 2013 higher education. The New Media Consortium.
• Karagöl, İ., & Esen, E. (2019). The effect of flipped learning approach on academic achievement: A meta-analysis study. Hacettepe University Journal of Education. 34(3), 708-727. https://doi.org/10.16986/HUJE.2018046755
• Karakaş, G. (2021). The thematic, methodological and statistical analysis of flipped learning theses and dissertations in Turkey [Unpublished master’s thesis]. Maltepe University.
• Kempa, R. (1986). Assessment in Science. Cambridge University Press.
• Knott, E., Rao, A. H., Summers, K., & Teeger, C. (2022). Interviews in the social sciences. Nature Reviews Methods Primers, 2(1), 73. https://doi.org/10.1038/s43586-022-00150-6
• Köse, S., & Yüzüak, A. V. (2020). Studies on flipped classroom in science and mathematics education: A thematic review. Bartın University Journal of Educational Research, 4(1), 15-33. https://dergipark.org.tr/en/pub/bujer/issue/55738/719745
• Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications.
• Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental? The Qualitative Report, 8(1), 100-103. https://doi.org/10.46743/2160-3715/2003.1901
• Lage, M. J., Platt, G. J. and 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
• Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: A scoping review. Teaching in Higher Education, 28(8), 1993-2027. https://doi.org/10.1080/13562517.2021.1943655
• Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., ... & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Annals of Internal Medicine, 151(4), W-65. https://doi.org/10.7326/0003-4819-151-4-200908180-0013
• Lo, C. K. (2023). Strategies for enhancing online flipped learning: A systematic review of empirical studies during the COVID-19 pandemic. Interactive Learning Environments, 1-29. https://doi.org/10.1080/10494820.2023.2184392
• 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, 12, 1-22. https://link.springer.com/article/10.1186/s41039-016-0044-2
• Lo, C. K., & Hew, K. F. (2023). A review of integrating AI-based chatbots into flipped learning: new possibilities and challenges. In Frontiers in Education. 8, 1-7. https://doi.org/10.3389/feduc.2023.1175715
• Loomis, A., Davis, A., Cruden, G., Padilla, C., & Drazen, Y. (2022). Early childhood suspension and expulsion: A content analysis of state legislation. Early Childhood Education Journal, 50, 327-344. https://doi.org/10.1007/s10643-021-01159-4
• Mazur, E. (1997). Peer instruction: Getting students to think in class. E. F. Redish and J. S. Rigden (Eds.) in The Changing Role of Physics Departments in Modern Universities, Part Two: Sample Classes (pp. 981–988). American Institute of Physics.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage publications.
• Munn, Z., Stern, C., Aromataris, E., Lockwood, C., & Jordan, Z. (2018). What kind of systematic review should I conduct? A proposed typology and guidance for systematic reviewers in the medical and health sciences. BMC medical research methodology, 18, 1-9. https://doi.org/10.1186/s12874-017-0468-4
• National Thesis Center Database of the Council of Higher Education (2024). https://tez.yok.gov.tr/UlusalTezMerkezi/IstatistikiBilgiler?islem=2. (Accessed: March 23, 2024)
• Østerlie, O., Sargent, J., Killian, C., Garcia-Jaen, M., García-Martínez, S., & Ferriz-Valero, A. (2023). Flipped learning in physical education: A scoping review. European Physical Education Review, 29(1), 125-144. https://doi.org/10.1177/1356336X221120939
• Ogan Bekiroğlu, F. (2004). Ne kadar başarılı: Klasik ve alternatif ölçme ve değerlendirme yöntemleri: Fizikte uygulamalar [How successful: Classical and alternative measurement and evaluation methods: Applications in physics]. Nobel Publishing.
• Ozan, C., & Köse, E. (2014). Research trends in curriculum and instruction. Sakarya University Journal of Education, 4, 116-136. https://dergipark.org.tr/en/pub/suje/issue/20635/220033
• Özbay, Ö., & Sarıca, R. (2019). The trends of studies regarding flipped classroom: A systematic review of literature. Ahi Evran University Institute of Social Sciences Journal, 5(2), 332-348. https://doi.org/10.31592/aeusbed.595036
• Perez, A., Green, J., Moharrami, M., Gianoni-Capenakas, S., Kebbe, M., Ganatra, S., ... & Sharmin, N. (2023). Active learning in undergraduate classroom dental education-a scoping review. Plos one, 18(10), e0293206. https://doi.org/10.1371/journal.pone.0293206
• Rusnilawati, R., Ali, S. R. B., Hanapi, M. H. M., Sutama, S., & Rahman, F. (2023). The Implementation of Flipped Learning Model and STEM Approach in Elementary Education: A Systematic Literature Review. European Journal of Educational Research, 12(4), 1795 – 1814. https://doi.org/10.12973/eu-jer.12.4.1795
• 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. https://doi.org/10.1016/j.chb.2016.02.056
• Tunggyshbay, M., Balta, N., & Admiraal, W. (2023). Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review. EURASIA Journal of Mathematics, Science and Technology Education, 19(6), em2283. https://doi.org/10.29333/ejmste/13258
• Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer assisted language learning, 33(5-6), 590-606. https://doi.org/10.1080/09588221.2019.1584117
• Ültay, E., Usta, N. D., & Durmuş, T. (2017). Descriptive content analysis of mental model studies in education. Journal of Education for Life, 31(1), 21-40. https://journals.iku.edu.tr/yed/index.php/yed/article/view/56
• Uluçınar Sağır, Ş. & Sakar, D., (2017). Flipped classroom model in education. International Journal of Social Sciences and Education Research, 3(5), 1904-1916. https://doi.org/10.24289/ijsser.348068
• Ünsal, H. (2018). Flipped learning and some application models. Gazi Journal of Education Sciences (GJES), 4(2), 39-50. https://dergipark.org.tr/en/pub/gebd/issue/38655/437492
• Wach, E., & Ward, R. (2013). Learning about qualitative document analysis. IDS Practice Paper in Brief, ILT Brief 13 August 2013. https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/2989/PP%20InBrief%2013%20QDA%20FINAL2.pdf?sequence=4
• Wallen, N. E., & Fraenkel, J. R. (2013). Educational research: A guide to the process. Routledge.
• Wu, W. C. V., Hsieh, J. S. C., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Journal of Educational Technology & Society, 20(2), 142-157. https://www.jstor.org/stable/90002170
• Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [qualitative research methods in social sciences] (10th edition). Seçkin Publishing.
• Yıldız Durak, H. (2017). Turkish adaptation of the flipped learning readiness scale for middle school students. Bartın University Journal of Faculty of Education, 6(3), 1056-1068. https://doi.org/10.14686/buefad.328826
• Yıldız, Ş. N., Sarsar, F., & Ateş Çobanoğlu, A. (2017). A literature review of flipped classroom practices. Electronic Journal of Social Sciences,16(60), 76-86. https://doi.org/10.17755/esosder.289652
• Yılmaz, K. (2021). Systematic review, meta evaluation, and bibliometric analysis in social sciences and educational sciences. MANAS Journal of Social Studies, 10(2), 1457-1490. https://doi.org/10.33206/mjss.791537
• Zhou, X. (2023). A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states. Frontiers in Psychology, 13, 1039025. https://doi.org/10.3389/fpsyg.2022.1039025