An Action Study On Flipped Classroom Application In Statistics Teaching: Student Views On The Effectiveness Of Flipped Classroom
Yazarlar (3)
Prof. Dr. Gülşah BAŞOL Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Doç. Dr. Esra Yıldız Gaziosmanpaşa Üniversitesi, Türkiye
Dr. Öğr. Üyesi Tuğba KOCADAĞ ÜNVER Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Bildiri Türü | Tebliğ/Bildiri | Bildiri Dili | İngilizce |
| Bildiri Alt Türü | Özet Metin Olarak Yayınlanan Tebliğ (Uluslararası Kongre/Sempozyum) | ||
| Bildiri Niteliği | Alanında Hakemli Uluslararası Kongre/Sempozyum | ||
| DOI Numarası | 10.14527/9786053188353 | ||
| Kongre Adı | The 26th International Congress on Educational Sciences (ICES/UEBK-2017) | ||
| Kongre Tarihi | 20-04-2017 / 23-04-2017 | ||
| Basıldığı Ülke | Türkiye | Basıldığı Şehir | Side/Antalya |
| Bildiri Linki | http://2017.ices-uebk.org/dosyalar/files/ices2017ozetkitabi_v1.pdf | ||
| UAK Araştırma Alanları |
Bilgisayar ve Öğretim Teknolojileri Eğitimi
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| Özet |
| Our goal was to apply an action study on flipped learning in an undergraduate blended course. The student views were collected through a semi-structured interview form. Participants were 143 sophomore teacher candidates (96 female and 47 male) in a mid-size public university in Turkey, registered in a statistics course on MOODLE. There were six main analyses (data processing, t tests, ANOVA, regression, Chi Square and factor analysis) that were assigned as a project in the course. There were ppt slides for each topic, sample data and detailed explanations of the projects as well as sample analyses in the form of screenshots from SPSS. The semi-structured interview items were focused on students’ overall views, the views on videos, the cons of video use, to what extent the expectations from the course were fulfilled, and students’ satisfaction levels. The results indicated that students favored flipped classroom environment over other activities that took place in the course . According to their statements, videos were much used and liked. The cons of flipped classroom application for students were not having a computer/smart phone or proper internet connection to access to LMS. According to students' statements, the course offered a lot more than they expected, they used to consider statistics challenging and were very satisfied with their resulting performance in the course. Finally, they regarded the course useful, suggested sparing more time for application, having less topics for the project, more visual representations of the topics and videos on the analyses in SPSS. |
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BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 1 |