Araştırma Makalesi
Yıl 2022,
Cilt: 5 Sayı: 1, 66 - 83, 31.01.2022
Öz
Kaynakça
- Bergmann, J. and Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Colorado: International Society for Technology in Education.
- Bergmann, J., & Weddell, D. (2013). To flip or not to flip? Learning & Leading With Technology, 39(8), s. 6-8. http://www.learningandleading-digital.com/learning_leading/20120607?pg=8#pg8
- CHE. (2021). Üniversitelerdeki kovid-19 tedbirlerini ve eğitim süreçlerinin çerçevesini belirledi [Determined the covid-19 measures and the framework of education processes in universities]. Yükseköğretim Kurulu Başkanlığı [Council of Higher Education[: https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/yok-ten-covid-19-tedbirlerine-yonelik-uygulama-rehberleri.aspx
- Cohen, J. (1960). A Coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), s. 37-46. doi:https://doi.org/10.1177/001316446002000104
- Creswell, J. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE Publications.
- Daniel, S. (2020). Education and the COVID-19 pandemic. Prospects, 49, s. 91-96. doi:https://doi.org/10.1007/s11125-020-09464-3
- Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16, s. 179-186. doi:10.1039/C4RP00230J
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, M. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE REVIEW: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
- Jaster, R. W. (2017). Student and instructor perceptions of a flipped college algebra classroom. International Journal of Teaching and Learning in Higher Education, 29(1), s. 1-16. http://www.isetl.org/ijtlhe/pdf/IJTLHE2323.pdf
- Jeong, J. S., Gonzalez-Gomez, D., & Canada-Canada, F. (2016). Students' perceptions and emotions toward learning in a flipped general science classroom. Journal of Science Education and Technology, 25(5), s. 747-758. doi:10.1007/s10956-016-9630-8
- Jia, C., Hew, K., Bai, S., & Huang, W. (2021). Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement. Journal of Research on Technology in Education, Early Release. doi: https://doi.org/10.1080/15391523.2020.1847220
- Long, T., Logan, J., & Waugh, M. (2016). Students' perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252. https://doi.org/10.1007/s11528-016-0045-4
- Ma, W., & Luo, Q. (2021). Pedagogical practice and students’ perceptions of fully online flipped instruction during COVID-19. Oxford Review of Education, Early Release. doi:https://doi.org/10.1080/03054985.2021.1994382
- Mason, G., Schuman, T., and Cook, K. (2013). Inverting (Flipping) Classrooms - Advantages and Challenges. 120th ASEE Annual Conference & Exposition, Atalanta.
- Merriam, S. (2009). Qualitative research : a guide to design and implementation. San Francisco: Jossey-Bass.
- Montacute, R., & Holt-White, E. (2021). Covid-19 and the University Experience. London: The Sutton Trust. https://dera.ioe.ac.uk/37749/1/Covid-19-and-the-University-Experience.pdf
- Mooring, S. R., Mitchell, C. E., & Burrows, N. L. (2016). Evaluation of a flipped, large-enrollment organic chemistry course on student attitude and achievement. Journal of Chemical Education, 93(12), s. 1972-1983. doi:10.1021/acs.jchemed.6b00367
- Sanandaji, A., & Ghanbartehrani, S. (2021). An evaluation of online flipped instruction methods during the COVID-19 pandemic. Journal of Information Technology Case and Application Research, 23(1), s. 46-67. doi:https://doi.org/10.1080/15228053.2021.1901360
- Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), s. 347-358. doi:https://doi.org/10.1007/s10956-016-9683-8
- Yılmaz, Y., Karabulut, H., Uçar, A., & Uçar, K. (2021). Determination of the education technology competencies of special education teachers. European Journal of Special Education Research, 7(2), s. 71-83. doi:http://dx.doi.org/10.46827/ejse.v7i2.3734.
- Yu, Z. & Gao, M. (2022). Effects of video lenght on a flipped english classroom. SAGE Open, doi: https://doi.org/10.1177/21582440211068474
Review of student opinions on blended educational implementations in the pandemic process: A case study
Öz
The study has aimed to examine student views and experiences related to distance education, flipped classroom, distance flipped classroom, and face-to-face learning activities carried out over the semester. In this context, student opinions regarding mixed educational experiences in four courses planned and carried out over a semester were examined according to the blended education practices implemented by the Council of Higher Education with the fall semester of 2021-2022. In the research planned as a case study, 42 students who studied in the first year of the vocational school computer programming associate program formed the working group. The opinion survey developed by the researcher was used. Content analysis and descriptive statistics were used in the analysis of the obtained data. As a result of the research, it was found that flipped classrooms and distance flipped classrooms are effective applications in students' learning, and pre-class videos are an important resource for students to come prepared for lessons and repeat the course.
Anahtar Kelimeler
flipped classroom emergence remote teaching distance flipped classroom blended education vocational school
Kaynakça
- Bergmann, J. and Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Colorado: International Society for Technology in Education.
- Bergmann, J., & Weddell, D. (2013). To flip or not to flip? Learning & Leading With Technology, 39(8), s. 6-8. http://www.learningandleading-digital.com/learning_leading/20120607?pg=8#pg8
- CHE. (2021). Üniversitelerdeki kovid-19 tedbirlerini ve eğitim süreçlerinin çerçevesini belirledi [Determined the covid-19 measures and the framework of education processes in universities]. Yükseköğretim Kurulu Başkanlığı [Council of Higher Education[: https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/yok-ten-covid-19-tedbirlerine-yonelik-uygulama-rehberleri.aspx
- Cohen, J. (1960). A Coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), s. 37-46. doi:https://doi.org/10.1177/001316446002000104
- Creswell, J. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE Publications.
- Daniel, S. (2020). Education and the COVID-19 pandemic. Prospects, 49, s. 91-96. doi:https://doi.org/10.1007/s11125-020-09464-3
- Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16, s. 179-186. doi:10.1039/C4RP00230J
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, M. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE REVIEW: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
- Jaster, R. W. (2017). Student and instructor perceptions of a flipped college algebra classroom. International Journal of Teaching and Learning in Higher Education, 29(1), s. 1-16. http://www.isetl.org/ijtlhe/pdf/IJTLHE2323.pdf
- Jeong, J. S., Gonzalez-Gomez, D., & Canada-Canada, F. (2016). Students' perceptions and emotions toward learning in a flipped general science classroom. Journal of Science Education and Technology, 25(5), s. 747-758. doi:10.1007/s10956-016-9630-8
- Jia, C., Hew, K., Bai, S., & Huang, W. (2021). Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement. Journal of Research on Technology in Education, Early Release. doi: https://doi.org/10.1080/15391523.2020.1847220
- Long, T., Logan, J., & Waugh, M. (2016). Students' perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252. https://doi.org/10.1007/s11528-016-0045-4
- Ma, W., & Luo, Q. (2021). Pedagogical practice and students’ perceptions of fully online flipped instruction during COVID-19. Oxford Review of Education, Early Release. doi:https://doi.org/10.1080/03054985.2021.1994382
- Mason, G., Schuman, T., and Cook, K. (2013). Inverting (Flipping) Classrooms - Advantages and Challenges. 120th ASEE Annual Conference & Exposition, Atalanta.
- Merriam, S. (2009). Qualitative research : a guide to design and implementation. San Francisco: Jossey-Bass.
- Montacute, R., & Holt-White, E. (2021). Covid-19 and the University Experience. London: The Sutton Trust. https://dera.ioe.ac.uk/37749/1/Covid-19-and-the-University-Experience.pdf
- Mooring, S. R., Mitchell, C. E., & Burrows, N. L. (2016). Evaluation of a flipped, large-enrollment organic chemistry course on student attitude and achievement. Journal of Chemical Education, 93(12), s. 1972-1983. doi:10.1021/acs.jchemed.6b00367
- Sanandaji, A., & Ghanbartehrani, S. (2021). An evaluation of online flipped instruction methods during the COVID-19 pandemic. Journal of Information Technology Case and Application Research, 23(1), s. 46-67. doi:https://doi.org/10.1080/15228053.2021.1901360
- Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), s. 347-358. doi:https://doi.org/10.1007/s10956-016-9683-8
- Yılmaz, Y., Karabulut, H., Uçar, A., & Uçar, K. (2021). Determination of the education technology competencies of special education teachers. European Journal of Special Education Research, 7(2), s. 71-83. doi:http://dx.doi.org/10.46827/ejse.v7i2.3734.
- Yu, Z. & Gao, M. (2022). Effects of video lenght on a flipped english classroom. SAGE Open, doi: https://doi.org/10.1177/21582440211068474
Toplam 21 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Ocak 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 5 Sayı: 1 |
