Abstract
<p>The aim of this study is to determine the effectiveness of the flipped classroom, which is one of the activities and student-centered models, on the cognitive, affective, and social dimensions of students by making a meta-thematic analysis of qualitative studies. In the screening carried out by considering these criteria, 683 studies were reached, and 71 studies were analyzed according to the content analysis technique due to various eliminations. It is found that the flipped classroom model increases academic success by facilitating effective learning; it has been concluded that it increases the learning motivation and reduces the stress of not learning by encouraging them to engage in learning processes. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" /></p>
Highlights
The researcher reinterprets and reconstitutes the themes and codes he created while carrying out this process based on the data from the studies scanned in meta-thematic analysis (Batdı, 2019)
As a result of the meta-thematic analysis of the research, the codes obtained from the related studies were collected under specific themes
This qualitative approach, in which flipped class applications are examined in the context of meta thematic analysis, aims in this direction; 71 studies of an appropriate nature taken from the databases determined in this direction were analyzed with content analysis technique
Summary
Mehmet Başaran META-THEMATIC ANALYSIS OF FLIPPED CLASSROOM APPLICATIONS efficiently (Aydın & Demirer, 2017). In this new orientation, the teacher-centered lecture at the school is done by the student at home individually, and the activities given as homework are carried out in the school (Bergman & Sams, 2012). The flipped classroom model first emerged in 2006 when teachers Bergmann and Sams delivered screen videos contents to their students to enable students to take basic lessons and work at home (Yoshida, 2016). Bergmann and Sams (2012) defined this model as accessing the content that students need to acquire through videos and outof-class platforms and focusing more on constructive activities within the classroom. The flipped classroom model first emerged in 2006 when teachers Bergmann and Sams delivered screen videos contents to their students to enable students to take basic lessons and work at home (Yoshida, 2016). Bergmann and Sams (2012) defined this model as accessing the content that students need to acquire through videos and outof-class platforms and focusing more on constructive activities within the classroom. Bergmann and Sams (2012), who emphasized the effective use of time within the classroom by giving the content to be presented in the course in advance to the students, mentioned that the time used in the class with the flipped class was restructured, and the teacher’s in-class role changed significantly
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
