Abstract
<p>The flipped classroom model is an educational model in which students study at their homes and reinforce their knowledge in the classroom with exercises and activities. This model is currently being used by many Turkish schools, especially the ones that give information technologies education. In this study, it is aimed to understand the learning experience by using this model in history lessons in higher education. For research purposes, 5 weeks long program was modified according to the Flipped Classroom (FC) model. This program was implemented and the views and opinions of the participants were collected with a semi-structured questionnaire. The study group is comprised of students that took Ataturk’s Principles and the History of the Turkish Revolution (APHTR) Course during the 2016-2017 fall period at Gazi University in Turkey. Phenomenological analysis was used for data analysis. The results show that the most of the participants see many opportunities in this model. These include the permanent learning, entertaining lessons, interaction, functionality, and high motivation. But the model also poses challenges. Those challenges are problems regarding the long educational videos, wrong content, technical problems, and activities. The participants recommended videos to include more animation and to be shorter, and activities to be improved.</p>
Highlights
The literature describes the flipped teaching or flipped classroom model as a model in which students study at their homes and reinforce what they learned in the classroom through exercises and activities
This study examined the implementation of the Flipped Classroom (FC) Model in the APHTR course
Our results are in accord with the results obtained by Lo and Hew (2017), Rotellar and Cain (2016), Sahin, Cavlazoglu, and Zeytuncu (2015) and Johnson (2013) stated that students find the FC model fun and informative
Summary
The literature describes the flipped teaching or flipped classroom model as a model in which students study at their homes and reinforce what they learned in the classroom through exercises and activities. The Flipped Learning Network Community describes flipped learning “the simplest definition is the school work at home and homework at school”. Since it extensively uses “technology” and provides “time and space flexibility”, some researchers called it “technologically supported flexible learning model” (Kardas & Yesilyaprak, 2015). It has to be admitted that it is impossible to prepare the X and Y generations to the future using 900 years old educational methods. These generations grow together with the technology and are adapted to the ever-changing technological environment. We have to integrate digital technologies into our lives as well as into our education system (MEF, 2017:3)
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