EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH

Tarik Talan; Veli Batdı

doi:10.17718/tojde.803351

EN

EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH

Abstract

This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

Keywords

Flipped classroom model, multi-complementary approach, meta-analysis, meta-thematic analysis, academic achievement

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Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Tarik Talan ^*
0000-0002-5371-4520
Türkiye

Veli Batdı This is me
0000-0002-7402-3251
Türkiye

Publication Date

October 1, 2020

Submission Date

October 10, 2019

Acceptance Date

-

Published in Issue

Year 2020 Volume: 21 Number: 4

DOI

https://doi.org/10.17718/tojde.803351

IZ

https://izlik.org/JA59PH24WY

APA

Talan, T., & Batdı, V. (2020). EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH. Turkish Online Journal of Distance Education, 21(4), 31-67. https://doi.org/10.17718/tojde.803351

AMA

1.Talan T, Batdı V. EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH. TOJDE. 2020;21(4):31-67. doi:10.17718/tojde.803351

Chicago

Talan, Tarik, and Veli Batdı. 2020. “EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH”. Turkish Online Journal of Distance Education 21 (4): 31-67. https://doi.org/10.17718/tojde.803351.

EndNote

Talan T, Batdı V (October 1, 2020) EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH. Turkish Online Journal of Distance Education 21 4 31–67.

IEEE

[1]T. Talan and V. Batdı, “EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH”, TOJDE, vol. 21, no. 4, pp. 31–67, Oct. 2020, doi: 10.17718/tojde.803351.

ISNAD

Talan, Tarik - Batdı, Veli. “EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH”. Turkish Online Journal of Distance Education 21/4 (October 1, 2020): 31-67. https://doi.org/10.17718/tojde.803351.

JAMA

1.Talan T, Batdı V. EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH. TOJDE. 2020;21:31–67.

MLA

Talan, Tarik, and Veli Batdı. “EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH”. Turkish Online Journal of Distance Education, vol. 21, no. 4, Oct. 2020, pp. 31-67, doi:10.17718/tojde.803351.

Vancouver

1.Tarik Talan, Veli Batdı. EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH. TOJDE. 2020 Oct. 1;21(4):31-67. doi:10.17718/tojde.803351

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