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Başlık: To FLIP or not to FLIP: Comparative case study in higher education in Turkey
Yazarlar: Uludağ Üniversitesi/Eğitim Fakültesi/Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü.
Şengel, Erhan
AAG-9156-2021
35976882000
Anahtar kelimeler: Psychology
Flipped-classroom
Teaching/learning strategies
Interactive learning environments
Cooperative/collaborative learning
Improving classroom teaching
Classroom model
Achievement
Impact
Computer aided instruction
Education
Teaching
Flipped-classroom
Improving classroom teaching
Interactive learning environment
Teaching/learning strategy
Students
Yayın Tarihi: 22-Tem-2016
Yayıncı: Elsevier
Atıf: Şengel, E. (2016). "To FLIP or not to FLIP: Comparative case study in higher education in Turkey". Computers in Human Behavior, 64, 547-555.
Özet: The purpose of this study was (1) to investigate the effectiveness of the flipped-classroom approach, when coupled with problem-based learning and cooperative learning, compared to that of a traditional classroom; (2) to investigate the effects of watching videos and of doing homework on achievement in a physics course; and (3) to evaluate students' perception of the use of the flipped-classroom format in a physics course. In this study, both qualitative and quantitative data were collected. A pre-test/post-test quasi-experimental method with a control group was used. The results showed that homework performance and the amount of video watched (preliminary work before class) were significantly more effective for student achievement in the flipped-classroom. Moreover, although students struggled to adapt to the new system at the beginning, students who know and feel responsible for their own learning can close the gap with more individual and group activities and can achieve higher grades.
URI: https://doi.org/10.1016/j.chb.2016.07.034
https://www.sciencedirect.com/science/article/pii/S0747563216305246
http://hdl.handle.net/11452/29519
ISSN: 0747-5632
1873-7692
Koleksiyonlarda Görünür:Scopus
Web of Science

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