A Theoretical Analysis of Flipped Learning

Yıl 2018, Cilt: 14 Sayı: 2, 572 - 596, 31.08.2018

Fahriye Hayırsever Ali Orhan

https://doi.org/10.17860/mersinefd.431745

Cited By: 24

Öz

In this study, it is aimed
to make theoretical analysis of flipped learning about its basic
characteristics and teaching-learning theory and approaches which flipped
learning is based on. Theoretical information about flipped learning is
discussed elaborately within the frame of some questions. This study is a narrative
literature review. Flipped learning can be defined as student centered
pedagogical approach which offers active learning environments in which
students use high order thinking skills. With this model, direct instruction
are done outside the class via technological devices and in class time is
transformed into more dynamic and interactive environment with the guide of
teacher. Flipped learning, which is based on a lot of teaching-learning
theories and approaches such as self determination theory, cognitive load theory,
self-regulated learning, constructivism and active learning, has many upper
hand features agaist tradional learning. The time, which is spent with the
teaching of new content in tradional learning, is used for independent practice
activities which aim to develop high order thinking skills in flipped learning.
Besides, in literature, there are many studies which say that flipped learning
has positive effect on students’ academic achievement, motivation, attitude and
high order thinking skills. Flipped learning should be studied more and its
practical examples should be increased and more common.

Anahtar Kelimeler

flipped learning, blended learning, 21. century skills, literature review

Ters Yüz Edilmiş Öğrenme Modelinin Kuramsal Analizi

Öz

Bu
çalışmada, ters yüz edilmiş öğrenme modelinin temel özelliklerine, dayandığı
öğrenme- öğretme kuram ve yaklaşımlarına ve öğrenme sürecinde etkili
uygulanabilmesi amacıyla dikkat edilmesi gereken unsurlara ilişkin kuramsal
analizinin yapılması amaçlanmıştır. Ters yüz edilmiş öğrenme modeline ilişkin elde
edilen kuramsal bilgiler, temel başlıklar çerçevesinde ayrıntılı bir şekilde
tartışılmıştır. Bu makale anlatıma dayalı bir derleme makalesidir. Çalışma
kapsamında elde edilen bulgular şu şekilde özetlenebilir. Öğrenme
ortamlarını olumlu etkileyen, eğitim teknolojisi ve yüz yüze etkinlikler ile
kolaylaştırılan yeni bir öğrenme modeli olarak tanımlanan ters yüz edilmiş
öğrenme modeli harmanlanmış öğrenme modellerinden biridir. Ters yüz edilmiş
öğrenme modelinde öğrenci temel düzeydeki bilgiye sınıf dışında ulaşır, sınıf
içi zamanı ise tartışma, uygulama ve problem çözme gibi üst düzey becerilerle
geçirir. Özerk benlik kuramı, bilişsel yük kuramı, öz düzenlemeli öğrenme,
yapılandırmacılık ve aktif öğrenme gibi öğrenme-öğretme kuram ve yaklaşımlarını
temel alan ters yüz edilmiş öğrenme modelinin geleneksel öğrenme modeline karşı
birçok üstün yanı vardır. Geleneksel öğrenme modelinde yeni içeriğin öğrenciye
sunulması ile geçen süre, ters yüz edilmiş öğrenme modelinde üst düzey düşünme
becerilerinin geliştirilmesini hedefleyen bağımsız uygulama etkinlikleri ile
değerlendirilmektedir. Ayrıca ters yüz edilmiş öğrenme modelinin öğrenci
başarısı, motivasyonu, tutumu ve üst düzey beceriler üzerinde olumlu etkisi
olduğu sonucuna ulaşan birçok çalışma alanyazında mevcuttur. Ters yüz edilmiş
öğrenme modelinin daha çok araştırmaya konu olması, uygulama örneklerinin
arttırılması ve yaygınlaştırılması gerekmektedir.

Anahtar Kelimeler

ters yüz edilmiş öğrenme, harmanlanmış öğrenme, 21. yüzyıl becerileri, derleme makale

Kaynakça

• Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34 (1), 1-14, doi: 10.1080/07294360.2014.934336.
• Adıgüzel, A. & Orhan, A. (2016). The relation between English learning students' levels of self-regulation and metacognitive skills and their English academic achievements. Journal of Education and Practice, 8 (9), 115-125.
• Akkoyunlu, B. & Yılmaz, M. (2005). Tüketimci çoklu ortam öğrenme kuramı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 9-18.
• Alsancak Sırakaya, D. (2015). Tersyüz sınıf modelinin akademik başarı, özyönetimli öğrenme hazırbulunuşluğu ve motivasyon üzerine etkisi. (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
• Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J. & Wittrock, M. C. (Ed.). (2010). Öğrenme öğretim ve değerlendirme ile ilgili bir sınıflama (Çev: Durmuş Ali Özçelik). Ankara: Pegem Akademi Yayıncılık.
• Arshad, K. & Imran, M. A. (2013). Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts. Journal of Learning and Teaching, 4 (7), 1-13.
• Aydın, B. (2016). Ters yüz sınıf modelinin akademik başarı, ödev/görev stres düzeyi ve öğrenme transferi üzerindeki etkisi. (Yayınlanmamış yüksek lisans tezi). Süleyman Demirel Üniversitesi, Isparta.
• Baepler, P., Walker, J. D. & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
• Baker, J. (2000, Nisan). The "classroom flip": Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, FL.
• Bates, S.,& Galloway, R. (2012, Nisan). The inverted classroom in a large enrolment introductory physics course: a case study. HEA STEM Conference, London, United Kingdom.
• Batovski, D., A. (2015). How to write a review article? Erişim adresi: www.atsu.edu/.../how_to_write_a_review_article.pdf
• Bell, D. (1999). The coming of post-industrial society: A venture in social forecasting. New York: Basic Books.
• Bell, M. R. (2015). An investigation of the impact of a flipped classroom instructional approach on high school students’ content knowledge and attitudes toward the learning environment. (Yayınlanmamış yüksek lisans tezi). Brigham Young University, Utah.
• Bergmann, J. (2011). The history of the flipped class. Erişim adresi: http://www.jonbergmann.com/the-history-of-the-flipped-class/
• Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington: International Society for Technology in Education.
• Bergmann, J. & Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington: International Society for Technology in Education.
• Bishop, J. L. & Verleger, M. A. (2013, Haziran). The flipped classroom: A survey of the research. 120th ASEE Annual Conference& Exposition, Atlanta, GA.
• Bolat, Y. (2016). Ters yüz edilmiş sınıflar ve eğitim bilişim ağı (EBA). Journal of Human Sciences, 13 (2), 3373-3388.
• Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi. (Yayınlanmamış yüksek lisans tezi). 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.
• Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8 (4), 293-332.
• Chirkov, V., Ryan, R.M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and wellbeing. Journal of Personality and Social Psychology, 84 (1), 97–110.
• Cohen, M. E. (2015). The flipped classroom as a tool for engaging discipline faculty in collaboration: A case study in library-business collaboration. New Review of Academic Librarianship, 1-19.
• Cole, M., Feild, H., & Harris, S. (2004). Student learning motivation and psychological hardiness: Interactive effects on students’ reactions to a management class. Academy of Management Learning and Education, 3 (1), 64–85.
• Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW. Erişim adresi: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.470.3428&rep=rep1&type=pdf
• Correa, M. (2015). Flipping the foreign language classroom and critical pedagogies a (new) old trend. Higher Education for the Future, 2 (2), 114-125.
• Çakır, E. (2017). Ters yüz sınıf uygulamalarının fen bilimleri 7. sınıf öğrencilerinin akademik başarı, zihinsel risk alma ve bilgisayarca düşünme becerileri üzerine etkisi. (Yayınlanmamış yüksek lisans tezi). Ondokuz Mayıs Üniversitesi, Samsun.
• Çalışkan, N. (2016). Examining the influence of flipped classroom on students learning English as a foreign language. (Yayınlanmamış yüksek lisans tezi). Çağ Üniversitesi, Mersin.
• Çibik, B. (2017). The effects of flipped classroom model on learner autonomy. (Yayınlanmamış yüksek lisans tezi). Muğla Sıtkı Koçman Üniversitesi, Muğla.
• Deci, E. & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Deci, E. & Ryan, R. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology, 49 (3), 182–185.
• Deci, E., Eghrari, H., Patrick, B., & Leone, D. (1994). Facilitating internalisation: The self-determination theory perspective. Journal of Personality, 62 (1), 119–142.
• Demetry, C. (2010, Aralık). Work in progress - An innovation merging “classroom flip” and team-based learning. 40th ASEE/IEEE Frontiers in Education Conference, Arlington, Virginia, USA.
• Demiralay, R. (2014). Evde ders okulda ödev modelinin benimsenmesi sürecinin yeniliğin yayılımı kuramı çerçevesinde incelenmesi. (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
• Dove, A. (2013, Mart). Students’ perceptions of learning in a flipped statistics class. Society for Information Technology & Teacher Education International Conference, Chesapeake, VA.
• Dursun, Ö. Ö. (2015, Eylül). Tersyüz öğrenmede etkileşimli videoların kullanımı. 3. Uluslararası Öğretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu, Karadeniz Teknik Üniversitesi, Trabzon.
• Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice to Improve Learning, 57 (6), 14-27.
• Ernest, P. (1998). Social constructivism as a philosophy of mathematics. Albany: Suny Press.
• Farah, M. (2014). The impact of using flipped classroom instruction on the writing performance of twelfth grade female emirati students in the applied technology high school (ATHS). (Yayınlanmamış yüksek lisans tezi). The British University, Dubai.
• Fer, S. (2008). Social constructivism and social constructivist curricula in Turkey to meet the needs of young people learning science: Overview in light of the PROMISE project. Tajmel, T. & Klaus, S. (Ed.), In Science education unlimited: Approaches to equal opportunities in learning science (s.179-200). Germany: Waxmann Verlag GmbH.
• Filiz, O. & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Eğitim Bilimleri Araştırmaları Dergisi, 5 (1), 215-229.
• Findlay-Thompson, S.,& Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6 (1), 63-72.
• Flipped Learning Network [FLN] (2014). The four pillars of f-l-i-p. Erişim adresi: http://flippedlearning.org
• Foertsch, J., Moses, G., Strikwerda, J. & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eteach web-based streaming video software. Journal of Engineering Education, 91 (3), 267-274.
• Fraga, L. M.,& Harmon, J. (2014). The flipped classroom model of learning in higher education: an investigation of preservice teachers’ perspectives and achievement. Journal of Digital Learning in Teacher Education, 31 (1), 18-27.
• Fulton, K. P. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39 (8), 12-17.
• Fulton, K. P. (2014). Time for learning: Top 10 reasons why flipping the classroom can change education. Corwin Press.
• Gagne, M.,& Deci, E. (2005). Self-Determination Theory and work motivation. Journal of Organizational Behavior, 26, 331–362.
• Garrison, D. R. ve Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7 (2), 95-105.
• Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik bir vaka çalışması. (Yayınlanmamış yüksek lisans tezi). Bahçeşehir Üniversitesi, İstanbul.
• Gerstein, J. (2014). Moving from education 1.0 through education 2.0 towards education 3.0. Blaschke, L. M., Kenyon, C. & Hase, S. (Ed.), In Experiences in self-determined learning (s.83-98). New York: Create Space Independent Publishing Platform.
• Gilboy, M. B., Heinerichs, S. & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47 (1), 109- 114.
• Göğebakan Yıldız, D. G. & Kıyıcı, G. (2016). Ters yüz edilmiş sınıf modelinin öğretmen adaylarının erişilerine, üstbiliş farkındalıklarına ve epistemolojik inançlarına etkisi. MCBÜ Sosyal Bilimler Dergisi, 14 (3), 423-444.
• Görü Doğan, T. (2015). Sosyal medyanın öğrenme süreçlerinde kullanımı: Ters-yüz edilmiş öğrenme yaklaşımına ilişkin öğrenen görüşleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1 (2), 24-48.
• Guay, F., Mageau, G. A., & Vallerand, R. J. (2003). On the hierarchical structure of self- determined motivation: A test of top-down, bottom up, reciprocal and horizontal effects. Personality and Social Psychology Bulletin, 29 (8), 992–1004.
• Guay, F., Ratelle, C., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self determination in education. Canadian Psychology, 49 (3), 233–240.
• Gündüz, A. Y. & Akkoyunlu, B. (2016). Dönüştürülmüş sınıftan dönüştürülmüş öğrenmeye. İşman, A., Odabaşı, H. F. & Akkoyunlu, B. (Ed.), Eğitim teknolojileri okumaları 2016 (s.237-253) içinde. Ankara: Sakarya Üniversitesi Yayınları.
• Gülpınar, Ö. & Güçlü, A. G. (2013). How to write a review article? Turkish Journal of Urology, 39 (1), 44-48.
• Herreid, C. F. & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42 (5), 62-66.
• Hew, K. F. ve Cheung, W. S. (2014). Using blended learning: Evidence-based practices. Singapore: Springer.
• Howell, D. (2013). Effects of an inverted instructional delivery model on achievement of ninth-grade physical science honors students. (Yayınlanmamış doktora tezi). Gardner-Webb University.
• Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28 (1), 81-96.
• Ingledew, D. K., Markland, D. & Sheppard, K. E. (2004). Personality and self-determination of exercise behaviour. Personality and Individual Differences, 36, 1921–1932.
• İyitoğlu, O. (2018). The impact of flipped classroom model on EFL learners' academic achievement, attitudes and self-efficacy beliefs: A mixed method study. (Yayınlanmamış doktora tezi). Yıldız Teknik Üniversitesi, İstanbul.
• Jamaludin, R. & Osman, S. Z. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5 (2), 124-131.
• Jenkins, C. (2012). The advantages and disadvantages of the flipped classroom. Erişim adresi: http://info.lecturetools.com/blog/bid/59158/The-Advantages-and-Disadvantages-of-the-Flipped-Classroom
• Johnson, D. (2012). Power up!: Taking charge of online learning. Educational Leadership, 70 (3), 84-85.
• Johnson, L. W. & Renner, Jeremy D. (2012). Effect of the flipped classroom model on a secondary computer appications course: Student and teacher perceptions, questions and student achievement. (Yayınlanmamış doktora tezi). University of Louisville, Kentucky.
• Kara, C. O. (2016). Ters yüz sınıf. Tıp Eğitimi Dünyası Dergisi, 45, 12-26.
• Kart, M. E. & Güldü, Ö. (2008). Self-determination scale: The adaptation study. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 41 (2), 187-207.
• King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41 (1), 30-35.
• Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
• Kowal, J. & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. The Journal of Social Psychology, 139 (3), 355-368.
• Krueger, J. (2012). Five reasons against the flipped classroom. Erişim adresi: http://www.stratostar.net/blog/five-reasons-against-the-flipped-classroom#.VV-Nvbmqqko Lafee, S. (2013). Flipped learning. Education Digest, 79 (3), 13-18.
• 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.
• Larsen, A. J. (2013). Experiencing a flipped mathematics class. (Yayınlanmamış doktora tezi). Simon Fraser University, Canada.
• Lemmer, C. (2013). A view from the flip side: Using the inverted classroom to enhance the legal information literacy of the international LLM student. Law Library Journal, 105 (4), 461-491.
• Mason, G. S., Shuman T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course, IEEE Transactıons on Education, 56 (4), 430-435.
• Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall.
• MEF. (2016). Flipped learning büyüyor: Türkiye’nin eğitim sistemini modernleştiren MEF ve TED üniversitelerinden işbirliği. Erişim adresi: http://www.mef.edu.tr/tr/news.read/id/44
• McGivney-Burelle, J. & Xue, F. (2013). Flipping calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23 (5), 477-486.
• Miller, G. A. (2012,). Five best practices for the flipped classroom. Erişim adresi: http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
• Miller, G. A. (1956). The magical number seven, plus minus two: Some limits on our capacity for processimg information. Psychological Review, 63, 81-97.
• Milman, N. (2012). The flipped classroon strategy: What is it and how can it best be used. Distance Learning, 9 (3), 85-87.
• Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical Teacher, 37 (4), 331-336.
• Morin, B., Kecskemety, K. M., Harper, K. A., & Clingan, P. A. (2013, Haziran). The inverted classroom in a first-year engineering course. 120th American Society of Engineering Education Annual Conference & Exposition, Atlanta, Georgia, United States.
• O’Flaherty, J.,& Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95.
• O'Neil, K., Kelly, T., & Bone, S. (2012, Haziran). We turned learning on its ear: flipping the developmental classroom. World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake, VA.
• Owston, R., Lubshenyuk, D. & Wideman, H. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. The Internet and Higher Education, 14 (4), 262-268.
• Özden, Y. (2014). Öğrenme ve öğretme. Ankara: Pegem Akademi Yayıncılık.
• Öztürk, S. Y. (2018). The impact of flipped classroom model on the academic achievement of student teachers of English. (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
• Paas, F., Renkl, A. & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8.
• Pautasso, M. (2013). Ten simple rules for writing a literature review. PLoS Computational Biology, 9 (7), 1-4, https://doi.org/10.1371/journal.pcbi.1003149.
• Piaget, J. (1970). Structuralism. New York: Basic Books.
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16 (4), 385-407.
• Prashar, A. (2015). Assessing the flipped classroom in operations management: A pilot study. Journal of Education for Business, 90 (3), 126-138.
• Ramirez, D., Hinojosa, C. Y. & Rodriguez, F. (2014, Ekim). Advantages and disadvantages of flipped classroom: STEM student´s perceptions. 7th International Conference of Education, Research and Innovation ICERI, Seville, Spain.
• Rosenfeld, M. & Rosenfeld, S. (2006). Understanding teacher responses to constructivist learning enviroments: Challenges and resolutions. Science Education, 90 (3), 385-399.
• Rowley, J. & Slack, F. (2004). Conducting a literature review. Management Research News, 27(6), 31-39, https://doi.org/10.1108/01409170410784185.
• Rutkowski, J., & Moscinska, K. (2013, Eylül). Self-directed learning and flip teaching: electric circuit theory case study. 41st SEFI Conference, Leuven, Belgium.
• Ryan, R. & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), 68-78.
• Sams, A. & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership, 70 (6), 16-20.
• Schunk, D. H. (1996). Learning theories. New Jersey: Printice Hall Inc.
• Sever, G. (2014). Bireysel çalgı keman derslerinde çevrilmiş öğrenme modelinin uygulanması. Eğitimde Nitel Araştırmalar Dergisi, 2 (2), 27-42.
• Sezer, B. (2015, Eylül). Gerçekleştirilen teknoloji destekli tersine çevrilmiş sınıf uygulamasının yansımaları. 3. Uluslararası Öğretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu, Karadeniz Teknik Üniversitesi, Trabzon.
• Singh, G. (2014). Emerging trends and innovations in teacher education. Indian Journal of Applied Research, 4 (5), 166-168.
• Staker, H. & Horn, M. B. (2012). Classifying K-12 blended learning. Erişim adresi: http://files.eric.ed.gov/fulltext/ED535180.pdf
• Stein, J. & Graham, C. R. (2014). Essentials for blended learning: A standards-based guide. New York: Routledge Taylor ve Francis Group.
• Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15 (2), 171-193.
• Strayer, J. (2007). The effects of the classroom flip on learning enviroment: A comparison of learning activity in a tradional classroom and a flip classroom that used an intelligent tutoring system. (Yayınlanmamış doktora tezi). The Ohio State University, Ohio.
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
• Sweller, J. & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12 (3), 185-233.
• Talbert, R. (2017). Flipped learning: A guide for higher education faculty. Virginia: Stylus Publishing.
• Talbert, R. (2012). Inverted classroom. Colleagues, 9 (1), 18-19.
• Tomory, A. & Watson, S. L. (2015). Flipped classrooms for advanced science courses. Journal of Science Education and Technology, 24 (6), 875-887.
• Torun, F. & Dargut, T. (2015). Mobil öğrenme ortamlarında ters yüz sınıf modelinin gerçekleştirilebilirliği üzerine bir öneri. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6 (2), 20-29.
• Touchton, M. (2015). Flipping the classroom and student performance in advanced statistics: Evidence from a quasi-experiment. Journal of Political Science Education, 11 (1), 28-44.
• Turan, Z. & Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: Öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri. Yükseköğretim ve Bilim Dergisi, 5 (2), 156 – 164.
• Turan, Z. (2015). Tersyüz sınıf yönteminin değerlendirilmesi ve akademik başarı, bilişsel yük ve motivasyona etkisinin incelenmesi. (Yayınlanmamış Doktora Tezi). Atatürk Üniversitesi, Erzurum.
• Turingan, J.P. & Yang Y. C. (2009). A Cross-cultural comparison of self-regulated learning skills between Korean and Filipino college students, Asian Social Science, 5 (12), 3-10.
• Ünsal, H. (2007). Harmanlanmış öğrenme etkinlikliğinin çoklu düzeyde değerlendirilmesi. (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
• Vygotsky, L. S. (1978.) Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
• Webster, F. (2001). Theories of the information age (2. Edition). London: Routledge.
• Wheelan, R. R. (2007). Neuroimaging of cognitive load in instructional multimedia. Educational Research Review, 2 (1), 1-12.
• Wiginton, B. L. (2013). Flipped instruction: An investigation into the effect of learning environment on student self-efficacy, learning style, and academic achievement in an algebra I classroom. (Yayınlanmamış doktora tezi). The University of Alabama, Alabama.
• Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11 (3), 281–300.
• Yavuz, M. (2016). Ortaöğretim düzeyinde ters yüz sınıf uygulamalarının akademik başarı üzerine etkisi ve öğrenci deneyimlerinin incelenmesi. (Yayınlanmamış yüksek lisans tezi). Atatürk Üniversitesi, Erzurum.
• Yestrebsky, C. L. (2015). Flipping the classroom in a large chemistry class research university environment. Procedia - Social and Behavioral Sciences, 191, 1113–1118.
• Yıldız, Ş. N., Sarsar, F. & Çobanoğlu, A. A. (2017). Dönüştürülmüş sınıf uygulamalarının alanyazına dayalı incelenmesi. Elektronik Sosyal Bilimler Dergisi, 16 (60), 76-86.
• Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. Zimmerman, B. J. & Schunk, D. H. (Ed.). In Self-regulated learning and academic achievement: Theoretical perspectives (s.1-65). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
• Zimmerman, Barry J. & Schunk, D. H., (1998). Self- regulated learning from teaching to self reflective practice. New York: Guilford Press.
• Zownorega, J. S. (2013). Effectiveness of flipping the classroom in a honors level, mechanics based physics class. (Yayınlanmamış yüksek lisans tezi). Eastern Illinois University.