Yıl 2019, Cilt 9 , Sayı 3, Sayfalar 279 - 289 2019-12-01

Effectiveness of Flipped Classroom in Teaching Basic English Courses
Temel İngilizce Derslerinin Öğretiminde Tersyüz Öğretim Tekniğinin Etkililiği

Seema ARİF [1] , İrfana OMAR [2]


Universities all over the world are in search of innovative methods to ensure purposeful learning such as. Declarative accelerated blended learning (DABL) and flipped classrooms. No such interactive technology has so far been used in the higher education institutions of Pakistan. A pilot was carried out in the social sciences faculty of a private university to measure the effect of DABL on student learning in the Basic English courses. The aim of this quantitative study is to explore the effectiveness of innovative learning design and use of flipped classroom by using Transparent Language Online (TLO) in teaching of basic English courses to undergraduate students. A needs-specific learning design was crafted integrating pedagogy with computer-mediated technology that can effectively cater to students' individual deficiencies rather than adopting a universal, one-size-fits-all model. A standard assessment task (involving the identification and correction of 12 common errors in English language) was implemented. The study was conducted with 270 students, composed of 90 students from each of three different sections. Random stratified sampling was used for the selection of the student sections of each course, and census sampling was used for the selection of students from each section. The results reflected heightened student interest and motivation in learning, resulting in improved academic performance. The study concludes that need-based learning design with integration of technology works best to teach basic English courses to undergraduate students.
Tüm dünyadaki üniversiteler, amaçlı öğrenmeyi sağlamak için bildirimsel hızlandırılmış harmanlanmış öğrenme (declarative accelerated blended learning, DABL) ve tersyüz sınıflar gibi yenilikçi yöntem arayışları içindedir. Pakistan'ın yükseköğretim kurumlarında şu ana kadar böyle bir etkileşimli teknoloji kullanılmamıştır. Temel İngilizce derslerindeki öğrenme üzerinde DABL'nin etkisini ölçmek için özel bir üniversitenin sosyal bilimler fakültesinde bir pilot uygulama yürütüldü. Bu niceliksel çalışmanın amacı, lisans düzeyindeki öğrencilere temel İngilizce öğretiminde Şeffaf Çevrimiçi Dil (Transparent Language Online, TLO) programı kullanarak yenilikçi öğrenme tasarımının ve tersyüz sınıfların etkinliğini araştırmaktır. Evrensel, herkese uyan bir model benimsemek yerine, bilgisayarlı teknoloji ile tümleştirme yoluna gidilerek öğrencilerin bireysel eksikliklerine etkili bir şekilde cevap verebilecek ihtiyaca özgü bir öğrenme tasarımı hazırlandı. Standart bir değerlendirme görevi (İngilizce dilinde 12 yaygın hatanın tanımlanması ve düzeltilmesini içeren) uygulandı. Çalışma her bir bölümde 90 öğrenci olmak üzere ile 3 bölümden toplam 270 öğrenci ile yürütüldü. Her bir derse katılan öğrenci bölümlerinin seçimi için rasgele tabakalı örnekleme ve her bölümden öğrenci seçimi için nüfus sayımı örneklemesi kullanıldı. Sonuçlar, öğrenmeye olan ilginin ve motivasyonun arttığını ve bunun da akademik performansı arttırdığını göstermektedir. Bu çalışma, lisans öğrencilerine temel İngilizce öğretiminde ihtiyaç temelli öğrenme tasarımı ile teknolojinin bütünleştirilmesinin en iyi sonucu verdiğini göstermektedir.
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Birincil Dil en
Konular Eğitim, Bilimsel Disiplinler
Bölüm Ampirik Araştırma
Yazarlar

Orcid: 0000-0002-8032-4325
Yazar: Seema ARİF
Kurum: University of Management and Technology, Lahore, Pakistan
Ülke: Pakistan


Orcid: 0000-0002-6567-4001
Yazar: İrfana OMAR
Kurum: University of Central Punjab, Lahore, Pakistan
Ülke: Pakistan


Tarihler

Yayımlanma Tarihi : 1 Aralık 2019

Bibtex @araştırma makalesi { yuksekogretim653572, journal = {Yükseköğretim Dergisi}, issn = {2146-796X}, eissn = {2146-7978}, address = {Gür Sokak, No: 7B, Kadiköy 34720 İstanbul}, publisher = {Deomed Reklam ve Yayıncılık Ltd.Şti}, year = {2019}, volume = {9}, pages = {279 - 289}, doi = {10.2399/yod.19.003}, title = {Effectiveness of Flipped Classroom in Teaching Basic English Courses}, key = {cite}, author = {ARİF, Seema and OMAR, İrfana} }
APA ARİF, S , OMAR, İ . (2019). Effectiveness of Flipped Classroom in Teaching Basic English Courses. Yükseköğretim Dergisi , 9 (3) , 279-289 . DOI: 10.2399/yod.19.003
MLA ARİF, S , OMAR, İ . "Effectiveness of Flipped Classroom in Teaching Basic English Courses". Yükseköğretim Dergisi 9 (2019 ): 279-289 <https://dergipark.org.tr/tr/pub/yuksekogretim/issue/50371/653572>
Chicago ARİF, S , OMAR, İ . "Effectiveness of Flipped Classroom in Teaching Basic English Courses". Yükseköğretim Dergisi 9 (2019 ): 279-289
RIS TY - JOUR T1 - Effectiveness of Flipped Classroom in Teaching Basic English Courses AU - Seema ARİF , İrfana OMAR Y1 - 2019 PY - 2019 N1 - doi: 10.2399/yod.19.003 DO - 10.2399/yod.19.003 T2 - Yükseköğretim Dergisi JF - Journal JO - JOR SP - 279 EP - 289 VL - 9 IS - 3 SN - 2146-796X-2146-7978 M3 - doi: 10.2399/yod.19.003 UR - https://doi.org/10.2399/yod.19.003 Y2 - 2019 ER -
EndNote %0 Yükseköğretim Dergisi Effectiveness of Flipped Classroom in Teaching Basic English Courses %A Seema ARİF , İrfana OMAR %T Effectiveness of Flipped Classroom in Teaching Basic English Courses %D 2019 %J Yükseköğretim Dergisi %P 2146-796X-2146-7978 %V 9 %N 3 %R doi: 10.2399/yod.19.003 %U 10.2399/yod.19.003
ISNAD ARİF, Seema , OMAR, İrfana . "Effectiveness of Flipped Classroom in Teaching Basic English Courses". Yükseköğretim Dergisi 9 / 3 (Aralık 2019): 279-289 . https://doi.org/10.2399/yod.19.003
AMA ARİF S , OMAR İ . Effectiveness of Flipped Classroom in Teaching Basic English Courses. Yükseköğretim Dergisi. 2019; 9(3): 279-289.
Vancouver ARİF S , OMAR İ . Effectiveness of Flipped Classroom in Teaching Basic English Courses. Yükseköğretim Dergisi. 2019; 9(3): 289-279.