Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

Autor/inn/en	Çakiroglu, Ünal; Öztürk, Mücahit
Titel	Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course
Quelle	In: Educational Technology & Society, 20 (2017) 1, S.337-349 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Blended Learning; Technology Uses in Education; Educational Technology; Homework; Video Technology; Teaching Methods; Self Management; Problem Based Learning; Undergraduate Students; Student Attitudes; Teacher Attitudes; Observation; Interviews; Goal Orientation; Planning; Help Seeking; Skill Development; Time Management; Self Efficacy; Self Evaluation (Individuals); Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstmanagement; Problem-based learning; Problemorientiertes Lernen; Schülerverhalten; Lehrerverhalten; Beobachtung; Interviewing; Interviewtechnik; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Zeitmanagement; Self-efficacy; Selbstwirksamkeit; Ausland; Türkei
Abstract	This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students' and the instructor's experiences including their opinions and behaviours. Qualitative data was collected with an observation form, discussion messages and interviews with selected participants. As a result, in terms of self-regulated learning, the goal setting and planning, task strategies and help seeking skills of the students were high in the face-to-face learning designed with problem based activities through flipped classroom model, their goal setting and planning, task strategies and help seeking skills appeared moderately. In the home sessions, environment structuring, goal setting and planning skills were developed in high level while task strategies, help seeking, time management, monitoring, self-efficacy and self-evaluation skills were moderate and monitoring skills were lower. Consequently, it is hoped that the study may provide some suggestions for using problem based activities in flipped learning. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01