Flipped Classroom 2.0: Producing and Synthesising the Knowledge
The flipped classroom model is a new method in education by reversing the usual learning and teaching processes. The main purpose of this study is to reveal the opinions and perceptions of the students about the flipped classroom model. The research was conducted in a course designed as blended lear...
Ausführliche Beschreibung
Autor*in: |
Hasan Uçar [verfasserIn] Aras Bozkurt [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch ; Türkisch |
Erschienen: |
2018 |
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Schlagwörter: |
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Übergeordnetes Werk: |
In: Eğitimde Nitel Araştırmalar Dergisi - Anı Publishing, 2015, 6(2018), 3 |
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Übergeordnetes Werk: |
volume:6 ; year:2018 ; number:3 |
Links: |
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Katalog-ID: |
DOAJ081886055 |
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(DE-627)DOAJ081886055 (DE-599)DOAJc9fcc658fa1b4b81a4a269cb395903ab DE-627 ger DE-627 rakwb eng tur Hasan Uçar verfasserin aut Flipped Classroom 2.0: Producing and Synthesising the Knowledge 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The flipped classroom model is a new method in education by reversing the usual learning and teaching processes. The main purpose of this study is to reveal the opinions and perceptions of the students about the flipped classroom model. The research was conducted in a course designed as blended learning, which was followed both face to face and online. A case study design was used in this qualitative research. The research group of the study consisted of 35 undergraduate students who took a course designed with the flipped classroom model in the 2017-2018 academic year. The data were collected through online semi-structured open-ended questions. The data were analyzed through content analysis. As a result of the analysis, five themes related to the flipped classroom model emerged. The themes are active learning, cognitive readiness, reinforcement, course preparation, fun learning, and permanent learning. The findings of this promising method of learning are similar to the findings in the literature. Within this context, it is recommended to use the flipped classroom 2.0 model in teaching processes. Flipped classroom inverted classroom blended learning online learning Education L Aras Bozkurt verfasserin aut In Eğitimde Nitel Araştırmalar Dergisi Anı Publishing, 2015 6(2018), 3 (DE-627)1760625302 21482624 nnns volume:6 year:2018 number:3 https://doaj.org/article/c9fcc658fa1b4b81a4a269cb395903ab kostenfrei https://www.enadonline.com/index.php/enad/article/view/1503 kostenfrei https://doaj.org/toc/2148-2624 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 6 2018 3 |
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(DE-627)DOAJ081886055 (DE-599)DOAJc9fcc658fa1b4b81a4a269cb395903ab DE-627 ger DE-627 rakwb eng tur Hasan Uçar verfasserin aut Flipped Classroom 2.0: Producing and Synthesising the Knowledge 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The flipped classroom model is a new method in education by reversing the usual learning and teaching processes. The main purpose of this study is to reveal the opinions and perceptions of the students about the flipped classroom model. The research was conducted in a course designed as blended learning, which was followed both face to face and online. A case study design was used in this qualitative research. The research group of the study consisted of 35 undergraduate students who took a course designed with the flipped classroom model in the 2017-2018 academic year. The data were collected through online semi-structured open-ended questions. The data were analyzed through content analysis. As a result of the analysis, five themes related to the flipped classroom model emerged. The themes are active learning, cognitive readiness, reinforcement, course preparation, fun learning, and permanent learning. The findings of this promising method of learning are similar to the findings in the literature. Within this context, it is recommended to use the flipped classroom 2.0 model in teaching processes. Flipped classroom inverted classroom blended learning online learning Education L Aras Bozkurt verfasserin aut In Eğitimde Nitel Araştırmalar Dergisi Anı Publishing, 2015 6(2018), 3 (DE-627)1760625302 21482624 nnns volume:6 year:2018 number:3 https://doaj.org/article/c9fcc658fa1b4b81a4a269cb395903ab kostenfrei https://www.enadonline.com/index.php/enad/article/view/1503 kostenfrei https://doaj.org/toc/2148-2624 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 6 2018 3 |
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(DE-627)DOAJ081886055 (DE-599)DOAJc9fcc658fa1b4b81a4a269cb395903ab DE-627 ger DE-627 rakwb eng tur Hasan Uçar verfasserin aut Flipped Classroom 2.0: Producing and Synthesising the Knowledge 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The flipped classroom model is a new method in education by reversing the usual learning and teaching processes. The main purpose of this study is to reveal the opinions and perceptions of the students about the flipped classroom model. The research was conducted in a course designed as blended learning, which was followed both face to face and online. A case study design was used in this qualitative research. The research group of the study consisted of 35 undergraduate students who took a course designed with the flipped classroom model in the 2017-2018 academic year. The data were collected through online semi-structured open-ended questions. The data were analyzed through content analysis. As a result of the analysis, five themes related to the flipped classroom model emerged. The themes are active learning, cognitive readiness, reinforcement, course preparation, fun learning, and permanent learning. The findings of this promising method of learning are similar to the findings in the literature. Within this context, it is recommended to use the flipped classroom 2.0 model in teaching processes. Flipped classroom inverted classroom blended learning online learning Education L Aras Bozkurt verfasserin aut In Eğitimde Nitel Araştırmalar Dergisi Anı Publishing, 2015 6(2018), 3 (DE-627)1760625302 21482624 nnns volume:6 year:2018 number:3 https://doaj.org/article/c9fcc658fa1b4b81a4a269cb395903ab kostenfrei https://www.enadonline.com/index.php/enad/article/view/1503 kostenfrei https://doaj.org/toc/2148-2624 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 6 2018 3 |
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The flipped classroom model is a new method in education by reversing the usual learning and teaching processes. The main purpose of this study is to reveal the opinions and perceptions of the students about the flipped classroom model. The research was conducted in a course designed as blended learning, which was followed both face to face and online. A case study design was used in this qualitative research. The research group of the study consisted of 35 undergraduate students who took a course designed with the flipped classroom model in the 2017-2018 academic year. The data were collected through online semi-structured open-ended questions. The data were analyzed through content analysis. As a result of the analysis, five themes related to the flipped classroom model emerged. The themes are active learning, cognitive readiness, reinforcement, course preparation, fun learning, and permanent learning. The findings of this promising method of learning are similar to the findings in the literature. Within this context, it is recommended to use the flipped classroom 2.0 model in teaching processes. |
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The flipped classroom model is a new method in education by reversing the usual learning and teaching processes. The main purpose of this study is to reveal the opinions and perceptions of the students about the flipped classroom model. The research was conducted in a course designed as blended learning, which was followed both face to face and online. A case study design was used in this qualitative research. The research group of the study consisted of 35 undergraduate students who took a course designed with the flipped classroom model in the 2017-2018 academic year. The data were collected through online semi-structured open-ended questions. The data were analyzed through content analysis. As a result of the analysis, five themes related to the flipped classroom model emerged. The themes are active learning, cognitive readiness, reinforcement, course preparation, fun learning, and permanent learning. The findings of this promising method of learning are similar to the findings in the literature. Within this context, it is recommended to use the flipped classroom 2.0 model in teaching processes. |
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The flipped classroom model is a new method in education by reversing the usual learning and teaching processes. The main purpose of this study is to reveal the opinions and perceptions of the students about the flipped classroom model. The research was conducted in a course designed as blended learning, which was followed both face to face and online. A case study design was used in this qualitative research. The research group of the study consisted of 35 undergraduate students who took a course designed with the flipped classroom model in the 2017-2018 academic year. The data were collected through online semi-structured open-ended questions. The data were analyzed through content analysis. As a result of the analysis, five themes related to the flipped classroom model emerged. The themes are active learning, cognitive readiness, reinforcement, course preparation, fun learning, and permanent learning. The findings of this promising method of learning are similar to the findings in the literature. Within this context, it is recommended to use the flipped classroom 2.0 model in teaching processes. |
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The main purpose of this study is to reveal the opinions and perceptions of the students about the flipped classroom model. The research was conducted in a course designed as blended learning, which was followed both face to face and online. A case study design was used in this qualitative research. The research group of the study consisted of 35 undergraduate students who took a course designed with the flipped classroom model in the 2017-2018 academic year. The data were collected through online semi-structured open-ended questions. The data were analyzed through content analysis. As a result of the analysis, five themes related to the flipped classroom model emerged. The themes are active learning, cognitive readiness, reinforcement, course preparation, fun learning, and permanent learning. The findings of this promising method of learning are similar to the findings in the literature. 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