Study on Basic Chemistry Class Using Flipped Learning in Non-Face-to-Face Environments－Focusing on Differentiated Collaborative Learning

Abstract

This study is a case report on the design and operation of classes using flipped learning using level-specific collaborative learning in general chemistry subjects operated in a non-face-to-face online environment.<br/> The pre-learning diagnosis and result analysis used as a teaching strategy for this purpose were used in the adaptive teaching process organized to fill the students' learning needs and to increase their motivation to participate. In addition, clustering by learning level contributed to meaningful learning through balanced student to student interaction in small group activities.<br/> As a result of running the class, there was an improvement in academic performance of the students. There was a positive effect on their interest in learning, their understanding of the concepts, and their maintenance of the leanring process. Also, there was a high level of satisfaction in the area of interaction-related class activities overall. In the comparison of the upper and lower groups on the results of class operations, we found that the upper group had a significant effect on the group activities centered on the interaction between the students and that the lower group had a significant effect on learning achievement and maintaining learning progress.<br/> Finally, our study will contribute to the development and operation of basic science classes for the enhancement of interactions in non-face-to-face environments, as well as in the face-to-face teaching environment. It is believed that this will contribute to a more effective operation of the curriculum.