Examining the Effectiveness of Discussion-Oriented Flipped Learning Environments

Autor/inn/en	Yilmaz, Erdi Okan; Simsek, Nurettin
Titel	Examining the Effectiveness of Discussion-Oriented Flipped Learning Environments
Quelle	In: International Journal of Assessment Tools in Education, 9 (2022), S.146-161 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yilmaz, Erdi Okan) ORCID (Simsek, Nurettin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Flipped Classroom; Discussion (Teaching Technique); Thinking Skills; Student Satisfaction; Undergraduate Students; Group Discussion; Academic Achievement; Program Effectiveness; Foreign Countries; Video Technology; Student Participation; Turkey + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Denkfähigkeit; Gruppendiskussion; Schulleistung; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Türkei
Abstract	The overall aim of the study was to examine the effects of the discussion-oriented flipped learning environments on the achievements, satisfaction levels, and high-ordered thinking skills of students. This semi-experimentally planned research was prepared in accordance with the 3x2 factorial design and conducted with a group of 190 second-year coeducational students attending their undergraduate education at Usak University. A six-week application was conducted with three groups of students, who were classified as participating in discussions in the newly-developed discussion-oriented flipped learning environments with mandatory, voluntary, and non-attendee participation status. As the data collection tool of the research, achievement tests consisting of multiple choice and open-ended questions were used together with the satisfaction scales (related to videos, discussions, and general environment) developed by the researcher. As a result of the posttests applied after the application, it was determined that the overall achievement scores of the students, who participated in the discussions in discussion-oriented flipped learning environments, were significantly higher than those who did not participate in the discussions. It was determined that there was statistically no significant difference between the satisfaction levels of students concerning the videos, while the discussion satisfaction levels of students who participated on a mandatory basis were statistically significantly higher compared to those who participated on a voluntary basis. In terms of high-ordered thinking skill scores, it was determined that mandatory or voluntary participation in discussions in flipped learning environments have a significant and positive impact on high-ordered thinking skills, in comparison to the non-participation. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01