The effect of flipped classroom approach on learning achievement, online self-regulation and interaction in synchronous distance education

Year 2022, Volume: 5 Issue: 3, 535 - 552, 30.09.2022

Seda Aktı Aslan

https://doi.org/10.31681/jetol.1094205

Cited By: 4

Abstract

A quasi-experimental design was employed to examine the effects of flipped classroom approach on students’ academic achievement, self-regulation skills, and interaction level in synchronous distance education. The participants consisted of 50 undergraduate students. In an online synchronous course, the Zoom application and its breakout rooms were used. For ten weeks, students were asked to attend the course two times each week. For data collection, learning achievement test, online self-regulation scale, and online course interaction level determination scale were administered. The results revealed that while flipped classroom approach in an online synchronous course positively influenced students’ self-regulation skills and the interaction level, it did not affect students’ learning achievement.

Keywords

Flipped Learning, Interaction, Synchronous Distance Education

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