Preparation Before Class Or Homework After Class? Flipped Teaching Practice in Higher Education

Abstract

Advanced learning in education needs an effective educational set-up, which allows students to practice what they have learned. In order to realize this, various arrangements are made in educational environments. A blended approach (flipped teaching) is arranged in this study on technology and face-to-face education. This study examines the effectiveness of flipped teaching in higher education and the opinions of students about this practice. The pre-test post-test design for this study was formed with the students enrolled in the Faculty of Education. In the control group, the traditional way of teaching was implemented, where the teacher first lectured in the class and then assigned an homework at the end. In the experimental group, the students were asked to examine the theoretical part of the classroom material before attending the class, while the teacher conducted a more practical training on the subject. In the achievement tests applied afterwards, students from the experimental group performed better than the control group. Students from the experimental group stated that the flipped teaching practice makes them attend to class as prepared and thus ensures an effective learning. Additionally, the students find videos entertaining and catchy; the method encourages active class participation; course notes can be easily accessed; the online interaction with the teacher motivates the students; and different ways of approach to the course draws more interest. However, some students experienced problems in reaching the internet and the online activities (e.g. quizzes and course preparation) created some tension. Other negative aspects stated by the students include short and insufficient course lecture, not feeling comfortable with the online teaching practice and the difficulty of reading a material online.