Abstract
Since e-Learning has become popular in recent years, research studies have been conducted about which instructional methods are the most effective in online learning environments. The purpose of this study is to apply the flipped classroom model to a Medical Terminology Course that was provided fully online as part of a Medical Documentation and Secretarial associate degree program in a vocational college, and to analyze learners’ experiences associated with this application. Based on this method, as asynchronous activities, learners were required to study interactive multimedia content and applications. For synchronous activities, mainly learner-centered approaches, collaborative learning, problem solving and discussion, led the learning process. In the context of this study, learners’ usage of the system, submissions to the study process questionnaire, and academic achievement were collected as quantitative data; whereas, learners’ opinions towards the flipped classroom model were obtained as qualitative data. Hence, the study was designed as a mixed methods research. According to the results, it was found that learners’ academic achievement significantly related to their perceptions of deep learning and their time spent on learning activities. Moreover, learners indicated problematic aspects to the flipped classroom as time expectancies, insufficiency of instructional materials, and lack of advice received from the instructor.
Highlights
Since e-learning has become popular in recent years, research studies have been conducted about which instructional methods are the most effective in online learning environments
The current study focuses on the implementation of the flipped classroom model in the context of an online Medical Terminology course in order to enhance the effectiveness of the learning process
In the flipped classroom model, course content is delivered through technologies that learners can gain access to at any time and from any place
Summary
Since e-learning has become popular in recent years, research studies have been conducted about which instructional methods are the most effective in online learning environments. In the context of the flipped classroom model, learners initially access and study course content (e.g., notes, presentations, videos) in advance classroom (in-class) sessions. With their newly gained knowledge, they participate in classroom sessions in order to study problems, progress in concepts, and engage in collaborative studies (Tucker, 2012). The flipped classroom model provides learners with the chance to access course materials at a time and place that suits their needs, and with a student-centered perspective it changes the “focus from the instructor to the learner, and promotes active learning and problem-solving” Few studies have investigated the effect of the flipped classroom model on perceptions of learning at deep and surface levels and fewer studies that have considered the learning process where the flipped classroom model was applied
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