A Theoretical Analysis of Flipped Learning

Yıl 2018, Cilt: 14 Sayı: 2, 572 - 596, 31.08.2018

Fahriye Hayırsever , Ali Orhan

https://doi.org/10.17860/mersinefd.431745

Cited By: 27

Öz

In this study, it is aimed
to make theoretical analysis of flipped learning about its basic
characteristics and teaching-learning theory and approaches which flipped
learning is based on. Theoretical information about flipped learning is
discussed elaborately within the frame of some questions. This study is a narrative
literature review. Flipped learning can be defined as student centered
pedagogical approach which offers active learning environments in which
students use high order thinking skills. With this model, direct instruction
are done outside the class via technological devices and in class time is
transformed into more dynamic and interactive environment with the guide of
teacher. Flipped learning, which is based on a lot of teaching-learning
theories and approaches such as self determination theory, cognitive load theory,
self-regulated learning, constructivism and active learning, has many upper
hand features agaist tradional learning. The time, which is spent with the
teaching of new content in tradional learning, is used for independent practice
activities which aim to develop high order thinking skills in flipped learning.
Besides, in literature, there are many studies which say that flipped learning
has positive effect on students’ academic achievement, motivation, attitude and
high order thinking skills. Flipped learning should be studied more and its
practical examples should be increased and more common.

Anahtar Kelimeler

flipped learning, blended learning, 21. century skills, literature review

Ters Yüz Edilmiş Öğrenme Modelinin Kuramsal Analizi

Öz

Bu
çalışmada, ters yüz edilmiş öğrenme modelinin temel özelliklerine, dayandığı
öğrenme- öğretme kuram ve yaklaşımlarına ve öğrenme sürecinde etkili
uygulanabilmesi amacıyla dikkat edilmesi gereken unsurlara ilişkin kuramsal
analizinin yapılması amaçlanmıştır. Ters yüz edilmiş öğrenme modeline ilişkin elde
edilen kuramsal bilgiler, temel başlıklar çerçevesinde ayrıntılı bir şekilde
tartışılmıştır. Bu makale anlatıma dayalı bir derleme makalesidir. Çalışma
kapsamında elde edilen bulgular şu şekilde özetlenebilir. Öğrenme
ortamlarını olumlu etkileyen, eğitim teknolojisi ve yüz yüze etkinlikler ile
kolaylaştırılan yeni bir öğrenme modeli olarak tanımlanan ters yüz edilmiş
öğrenme modeli harmanlanmış öğrenme modellerinden biridir. Ters yüz edilmiş
öğrenme modelinde öğrenci temel düzeydeki bilgiye sınıf dışında ulaşır, sınıf
içi zamanı ise tartışma, uygulama ve problem çözme gibi üst düzey becerilerle
geçirir. Özerk benlik kuramı, bilişsel yük kuramı, öz düzenlemeli öğrenme,
yapılandırmacılık ve aktif öğrenme gibi öğrenme-öğretme kuram ve yaklaşımlarını
temel alan ters yüz edilmiş öğrenme modelinin geleneksel öğrenme modeline karşı
birçok üstün yanı vardır. Geleneksel öğrenme modelinde yeni içeriğin öğrenciye
sunulması ile geçen süre, ters yüz edilmiş öğrenme modelinde üst düzey düşünme
becerilerinin geliştirilmesini hedefleyen bağımsız uygulama etkinlikleri ile
değerlendirilmektedir. Ayrıca ters yüz edilmiş öğrenme modelinin öğrenci
başarısı, motivasyonu, tutumu ve üst düzey beceriler üzerinde olumlu etkisi
olduğu sonucuna ulaşan birçok çalışma alanyazında mevcuttur. Ters yüz edilmiş
öğrenme modelinin daha çok araştırmaya konu olması, uygulama örneklerinin
arttırılması ve yaygınlaştırılması gerekmektedir.

Anahtar Kelimeler

ters yüz edilmiş öğrenme, harmanlanmış öğrenme, 21. yüzyıl becerileri, derleme makale

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