Araştırma Makalesi
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Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle

Yıl 2025, Sayı: Advanced Online Publication, 93 - 106

Hala Sirror

https://doi.org/10.53525/jster.1774142

Öz

This study proposes a conceptual Flipped Classroom (FC) framework based on the Action Research Cycle to enhance student engagement and learning outcomes in architectural engineering education. Grounded in blended learning, the model includes four phases: setting goals, pre-class preparation, in-class collaboration, and post-class reflection. Implemented through planning, action, observation, and reflection, the approach was tested using surveys, observations, quizzes, and design competitions. Results show increased engagement, especially with interactive tasks aligned with course content. The iterative nature of action research enabled continuous improvement. This model offers valuable insights for applying flipped pedagogy effectively in higher education contexts requiring active learning.

Anahtar Kelimeler

Flipped Classroom Action Research Cycle Conceptual Framework Pedagogy Model Student Engagement Higher Education.

Kaynakça

  • [1] Oh, J., Lee, H., & Kim, J. (2018). Effects of a flipped learning model on student motivation and academic performance: Evidence from nursing students. Journal of Nursing Education and Practice, 8(5), 36-43. https://doi.org/10.5430/jnep.v8n5p36
  • [2] Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14, 181. https://doi.org/10.1186/1472-6920-14-181
  • [3] McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D. A., & Mumper, R. J. (2013). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 88(2), 236-243. https://doi.org/10.1097/ACM.0b013e31828bf3d6
  • [4] Cho, M. H., & Kim, J. (2019). Students’ self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 42, 1-11. https://doi.org/10.1016/j.iheduc.2019.03.001
  • [5] Francis, J. E., Davis, M., & Joo, J. H. (2019). Classroom engagement, educational innovation and flipped learning: A review. Innovations in Education and Teaching International, 56(4), 433-444. https://doi.org/10.1080/14703297.2018.1477181
  • [6] 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(1), 33. https://doi.org/10.1186/s41239-016-0032-z
  • [7] Susilawati, A., Sofyan, H., & Prasetyo, A. (2019). The effectiveness of flipped classrooms in improving students’ learning achievement: A meta-analysis. Journal of Educational Research and Review, 7(3), 52-60. https://doi.org/10.13140/RG.2.2.18222.51525
  • [8] Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
  • [9] Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications. [10] Kemmis, S., & McTaggart, R. (2014). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
  • [11] Rabgay, T. (2023). Multiple iterations in Bhutanese secondary science teachers' implementation of action research. International Journal of Action Research. https://doi.org/10.21203/rs.3.rs-3320669/v1
  • [12] Barlott, T., Nelson, A., Brown, R., Jackson, K., & Rulfs, J. (2020). Using SMS to support reflection in health professional students on placement in an Aboriginal and Torres Strait Islander health context. Australian Journal of Clinical Education, 7(1). https://doi.org/10.53300/001c.17207
  • [13] Moss, Q., Alho, J., & Alexander, K. (2007). Performance measurement action research. Journal of Facilities Management, 5(4), 290-300. https://doi.org/10.1108/14725960710822277
  • [14] Bakhshi, F., Mitchell, R., Nasrabadi, A., Varaei, S., & Hajimaghsoudi, M. (2020). Behavioural changes in medication safety: Consequent to an action research intervention. Journal of Nursing Management, 29(2), 152-164. https://doi.org/10.1111/jonm.13128
  • [15] Martz, W., & Sakaguchi, T. (2010). Group support systems and action research. International Journal of Strategic Information Technology and Applications, 1(1), 42-59. https://doi.org/10.4018/jsita.2010101504
  • [16] Chauke, T., & Ngoepe, M. (2022). End-to-end digital transformation for document flow at a professional council in South Africa. Global Knowledge Memory and Communication, 73(1/2), 123-141. https://doi.org/10.1108/gkmc-09-2021-0145
  • [17] Kianpour, M., Taleghani, F., Noroozi, M., Savabi-Esfahani, M., Boroumandfar, Z., Changiz, T., & Hashemi, M. (2022). Design, implementation, and evaluation of a self-care program in the prevention of breast cancer among women in Isfahan: A community-based participatory action research protocol. Women’s Midlife Health, 8(1). https://doi.org/10.1186/s40695-022-00077-8
  • [18] Champion, D. (2007). Managing action research: The PEArL framework. Systemic Practice and Action Research, 20(6), 455-465. https://doi.org/10.1007/s11213-007-9070-8
  • [19] Torres, C., Mendes, F., & Barbieri-Figueiredo, M. (2023). Use of “the knowledge-to-action framework” for the implementation of evidence-based nursing in child and family care: Study protocol. PLOS One, 18(3), e0283656. https://doi.org/10.1371/journal.pone.0283656
  • [20] Dengler, K., Wilson, V., Redshaw, S., & Scarfe, G. (2012). Appreciation of a child’s journey: Implementation of a cardiac action research project. Nursing Research and Practice, 2012, 1-7. https://doi.org/10.1155/2012/145030
  • [21] Irmanto, I. (2023). Improving physics learning outcomes through the Jigsaw cooperative learning model in class X IPA-1 students of SMA Negeri 6 Batang Hari. AJESH, 2(9), 865-883. https://doi.org/10.46799/ajesh.v2i9.121
  • [22] Purnomo, M. (2023). Implementation of learning with the problem-posing method to increase activeness and learning outcomes of physics in the material of temperature and heat. Sch. Jo. Phs. Ed, 4(3), 64-70. https://doi.org/10.37251/sjpe.v4i3.696
  • [23] Refstie, H. (2019). The beginning is never the beginning: Co-producing action research space. Action Research, 19(3), 560-573. https://doi.org/10.1177/1476750319888272
  • [24] Powers, L. (2017). Contributing meaning to research in developmental disabilities. Research and Practice for Persons With Severe Disabilities, 42(1), 42-52. https://doi.org/10.1177/1540796916686564
  • [25] Bengle, T., Sorensen, J., Gámez, J., & Norrell, E. (2021). A model of action research for advancing community-university partnerships. Collaborations: A Journal of Community-Based Research and Practice, 4(1). https://doi.org/10.33596/coll.62
  • [26] Coyer, F., Courtney, M., & O'Sullivan, J. (2007). Establishing an action research group to explore family‐focused nursing in the intensive care unit. International Journal of Nursing Practice, 13(1), 14-23. https://doi.org/10.1111/j.1440-172x.2006.00604.x
  • [27] Acosta, S., Goltz, H., & Goodson, P. (2015). Autoethnography in action research for health education practitioners. Action Research, 13(4), 411-431. https://doi.org/10.1177/1476750315573589
  • [28] Eichler, J. (2022). Future of the flipped classroom in chemistry education: Recognizing the value of independent preclass learning and promoting deeper understanding of chemical ways of thinking during in-person instruction. Journal of Chemical Education, 99(3), 1503-1508. https://doi.org/10.1021/acs.jchemed.1c01115
  • [29] Gross, D., Pietri, E., Anderson, G., Moyano-Camihort, K., & Graham, M. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE—Life Sciences Education, 14(4), ar36. https://doi.org/10.1187/cbe.15-02-0040
  • [30] Uther, P., Munster, K., Briggs, N., O’Neill, S., & Kennedy, S. (2019). Introducing early‐phase medical students to clinical paediatrics using simulation and a Flipped‐classroom. Journal of Paediatrics and Child Health, 55(9), 1107-1112. https://doi.org/10.1111/jpc.14366
  • [31] Schultz, D., Duffield, S., Rasmussen, S., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334-1339. https://doi.org/10.1021/ed400868x
  • [32] Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. (2019). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051. https://doi.org/10.1007/s11423-019-09718-8
  • [33] Ryan, M., & Reid, S. (2015). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13-23. https://doi.org/10.1021/acs.jchemed.5b00717
  • [34] McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: Not just surface gains. AJP Advances in Physiology Education, 40(1), 47-55. https://doi.org/10.1152/advan.00098.2015
  • [35] Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. AJP Advances in Physiology Education, 37(4), 316-320. https://doi.org/10.1152/advan.00091.2013
  • [36] 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), 1-17. https://doi.org/10.1186/s41039-016-0044-2
  • [37] Husain, A., & Al-Shayeb, A. (2023). Improvement in student achievement through a flipped database management classroom: Shifting from passive traditional to active learning. International Journal of Emerging Technologies in Learning (iJET), 18(8), 210-221. https://doi.org/10.3991/ijet.v18i08.37699

Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle

Yıl 2025, Sayı: Advanced Online Publication, 93 - 106

Hala Sirror

https://doi.org/10.53525/jster.1774142

Öz

This study proposes a conceptual Flipped Classroom (FC) framework based on the Action Research Cycle to enhance student engagement and learning outcomes in architectural engineering education. Grounded in blended learning, the model includes four phases: setting goals, pre-class preparation, in-class collaboration, and post-class reflection. Implemented through planning, action, observation, and reflection, the approach was tested using surveys, observations, quizzes, and design competitions. Results show increased engagement, especially with interactive tasks aligned with course content. The iterative nature of action research enabled continuous improvement. This model offers valuable insights for applying flipped pedagogy effectively in higher education contexts requiring active learning.

Anahtar Kelimeler

Flipped Classroom Action Research Cycle Conceptual Framework Pedagogy Model Student Engagement Higher Education.

Etik Beyan

This research was conducted in accordance with ethical standards for studies involving human participants in higher education settings. Participation by students was voluntary, and informed consent was obtained prior to data collection through surveys, observations, and feedback forms. All responses were kept confidential, anonymized, and used solely for research purposes to improve pedagogical practice. No personal identifiers were collected, and the study posed no risk to participants. The research design and implementation followed the ethical guidelines of Prince Sultan University, and no conflict of interest exists in relation to this study.

Teşekkür

Thanks to Prince Sultan University for providing supporting research environment.

Kaynakça

  • [1] Oh, J., Lee, H., & Kim, J. (2018). Effects of a flipped learning model on student motivation and academic performance: Evidence from nursing students. Journal of Nursing Education and Practice, 8(5), 36-43. https://doi.org/10.5430/jnep.v8n5p36
  • [2] Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14, 181. https://doi.org/10.1186/1472-6920-14-181
  • [3] McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D. A., & Mumper, R. J. (2013). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 88(2), 236-243. https://doi.org/10.1097/ACM.0b013e31828bf3d6
  • [4] Cho, M. H., & Kim, J. (2019). Students’ self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 42, 1-11. https://doi.org/10.1016/j.iheduc.2019.03.001
  • [5] Francis, J. E., Davis, M., & Joo, J. H. (2019). Classroom engagement, educational innovation and flipped learning: A review. Innovations in Education and Teaching International, 56(4), 433-444. https://doi.org/10.1080/14703297.2018.1477181
  • [6] 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(1), 33. https://doi.org/10.1186/s41239-016-0032-z
  • [7] Susilawati, A., Sofyan, H., & Prasetyo, A. (2019). The effectiveness of flipped classrooms in improving students’ learning achievement: A meta-analysis. Journal of Educational Research and Review, 7(3), 52-60. https://doi.org/10.13140/RG.2.2.18222.51525
  • [8] Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
  • [9] Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications. [10] Kemmis, S., & McTaggart, R. (2014). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
  • [11] Rabgay, T. (2023). Multiple iterations in Bhutanese secondary science teachers' implementation of action research. International Journal of Action Research. https://doi.org/10.21203/rs.3.rs-3320669/v1
  • [12] Barlott, T., Nelson, A., Brown, R., Jackson, K., & Rulfs, J. (2020). Using SMS to support reflection in health professional students on placement in an Aboriginal and Torres Strait Islander health context. Australian Journal of Clinical Education, 7(1). https://doi.org/10.53300/001c.17207
  • [13] Moss, Q., Alho, J., & Alexander, K. (2007). Performance measurement action research. Journal of Facilities Management, 5(4), 290-300. https://doi.org/10.1108/14725960710822277
  • [14] Bakhshi, F., Mitchell, R., Nasrabadi, A., Varaei, S., & Hajimaghsoudi, M. (2020). Behavioural changes in medication safety: Consequent to an action research intervention. Journal of Nursing Management, 29(2), 152-164. https://doi.org/10.1111/jonm.13128
  • [15] Martz, W., & Sakaguchi, T. (2010). Group support systems and action research. International Journal of Strategic Information Technology and Applications, 1(1), 42-59. https://doi.org/10.4018/jsita.2010101504
  • [16] Chauke, T., & Ngoepe, M. (2022). End-to-end digital transformation for document flow at a professional council in South Africa. Global Knowledge Memory and Communication, 73(1/2), 123-141. https://doi.org/10.1108/gkmc-09-2021-0145
  • [17] Kianpour, M., Taleghani, F., Noroozi, M., Savabi-Esfahani, M., Boroumandfar, Z., Changiz, T., & Hashemi, M. (2022). Design, implementation, and evaluation of a self-care program in the prevention of breast cancer among women in Isfahan: A community-based participatory action research protocol. Women’s Midlife Health, 8(1). https://doi.org/10.1186/s40695-022-00077-8
  • [18] Champion, D. (2007). Managing action research: The PEArL framework. Systemic Practice and Action Research, 20(6), 455-465. https://doi.org/10.1007/s11213-007-9070-8
  • [19] Torres, C., Mendes, F., & Barbieri-Figueiredo, M. (2023). Use of “the knowledge-to-action framework” for the implementation of evidence-based nursing in child and family care: Study protocol. PLOS One, 18(3), e0283656. https://doi.org/10.1371/journal.pone.0283656
  • [20] Dengler, K., Wilson, V., Redshaw, S., & Scarfe, G. (2012). Appreciation of a child’s journey: Implementation of a cardiac action research project. Nursing Research and Practice, 2012, 1-7. https://doi.org/10.1155/2012/145030
  • [21] Irmanto, I. (2023). Improving physics learning outcomes through the Jigsaw cooperative learning model in class X IPA-1 students of SMA Negeri 6 Batang Hari. AJESH, 2(9), 865-883. https://doi.org/10.46799/ajesh.v2i9.121
  • [22] Purnomo, M. (2023). Implementation of learning with the problem-posing method to increase activeness and learning outcomes of physics in the material of temperature and heat. Sch. Jo. Phs. Ed, 4(3), 64-70. https://doi.org/10.37251/sjpe.v4i3.696
  • [23] Refstie, H. (2019). The beginning is never the beginning: Co-producing action research space. Action Research, 19(3), 560-573. https://doi.org/10.1177/1476750319888272
  • [24] Powers, L. (2017). Contributing meaning to research in developmental disabilities. Research and Practice for Persons With Severe Disabilities, 42(1), 42-52. https://doi.org/10.1177/1540796916686564
  • [25] Bengle, T., Sorensen, J., Gámez, J., & Norrell, E. (2021). A model of action research for advancing community-university partnerships. Collaborations: A Journal of Community-Based Research and Practice, 4(1). https://doi.org/10.33596/coll.62
  • [26] Coyer, F., Courtney, M., & O'Sullivan, J. (2007). Establishing an action research group to explore family‐focused nursing in the intensive care unit. International Journal of Nursing Practice, 13(1), 14-23. https://doi.org/10.1111/j.1440-172x.2006.00604.x
  • [27] Acosta, S., Goltz, H., & Goodson, P. (2015). Autoethnography in action research for health education practitioners. Action Research, 13(4), 411-431. https://doi.org/10.1177/1476750315573589
  • [28] Eichler, J. (2022). Future of the flipped classroom in chemistry education: Recognizing the value of independent preclass learning and promoting deeper understanding of chemical ways of thinking during in-person instruction. Journal of Chemical Education, 99(3), 1503-1508. https://doi.org/10.1021/acs.jchemed.1c01115
  • [29] Gross, D., Pietri, E., Anderson, G., Moyano-Camihort, K., & Graham, M. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE—Life Sciences Education, 14(4), ar36. https://doi.org/10.1187/cbe.15-02-0040
  • [30] Uther, P., Munster, K., Briggs, N., O’Neill, S., & Kennedy, S. (2019). Introducing early‐phase medical students to clinical paediatrics using simulation and a Flipped‐classroom. Journal of Paediatrics and Child Health, 55(9), 1107-1112. https://doi.org/10.1111/jpc.14366
  • [31] Schultz, D., Duffield, S., Rasmussen, S., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334-1339. https://doi.org/10.1021/ed400868x
  • [32] Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. (2019). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051. https://doi.org/10.1007/s11423-019-09718-8
  • [33] Ryan, M., & Reid, S. (2015). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13-23. https://doi.org/10.1021/acs.jchemed.5b00717
  • [34] McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: Not just surface gains. AJP Advances in Physiology Education, 40(1), 47-55. https://doi.org/10.1152/advan.00098.2015
  • [35] Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. AJP Advances in Physiology Education, 37(4), 316-320. https://doi.org/10.1152/advan.00091.2013
  • [36] 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), 1-17. https://doi.org/10.1186/s41039-016-0044-2
  • [37] Husain, A., & Al-Shayeb, A. (2023). Improvement in student achievement through a flipped database management classroom: Shifting from passive traditional to active learning. International Journal of Emerging Technologies in Learning (iJET), 18(8), 210-221. https://doi.org/10.3991/ijet.v18i08.37699
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Bilim, Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi
Bölüm Araştırma Makalesi
Yazarlar

Hala Sirror 0000-0003-0123-2199

Gönderilme Tarihi 30 Ağustos 2025
Kabul Tarihi 13 Ekim 2025
Erken Görünüm Tarihi 16 Aralık 2025
Yayımlandığı Sayı Yıl 2025 Sayı: Advanced Online Publication

Kaynak Göster

APA Sirror, H. (2025). Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle. Journal of Science, Technology and Engineering Research(Advanced Online Publication), 93-106. https://doi.org/10.53525/jster.1774142
AMA Sirror H. Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle. Journal of Science, Technology and Engineering Research. Aralık 2025;(Advanced Online Publication):93-106. doi:10.53525/jster.1774142
Chicago Sirror, Hala. “Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle”. Journal of Science, Technology and Engineering Research, sy. Advanced Online Publication (Aralık 2025): 93-106. https://doi.org/10.53525/jster.1774142.
EndNote Sirror H (01 Aralık 2025) Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle. Journal of Science, Technology and Engineering Research Advanced Online Publication 93–106.
IEEE H. Sirror, “Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle”, Journal of Science, Technology and Engineering Research, sy. Advanced Online Publication, ss. 93–106, Aralık2025, doi: 10.53525/jster.1774142.
ISNAD Sirror, Hala. “Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle”. Journal of Science, Technology and Engineering Research Advanced Online Publication (Aralık2025), 93-106. https://doi.org/10.53525/jster.1774142.
JAMA Sirror H. Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle. Journal of Science, Technology and Engineering Research. 2025;:93–106.
MLA Sirror, Hala. “Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle”. Journal of Science, Technology and Engineering Research, sy. Advanced Online Publication, 2025, ss. 93-106, doi:10.53525/jster.1774142.
Vancouver Sirror H. Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle. Journal of Science, Technology and Engineering Research. 2025(Advanced Online Publication):93-106.
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