Using the Flipped Classroom Model in the History Course: A Learning Experience

Autor/in	Sahin, Aysegul Nihan Erol
Titel	Using the Flipped Classroom Model in the History Course: A Learning Experience
Quelle	In: International Journal of Educational Methodology, 6 (2020) 1, S.113-121 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	History Instruction; Blended Learning; Teaching Methods; Program Implementation; Foreign Countries; Student Attitudes; Phenomenology; Video Technology; Learning Motivation; College Students; Course Content; Animation; Program Descriptions; Learning Experience; Teacher Student Relationship; Group Dynamics; Computer Mediated Communication; Turkey + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Motivation for studies; Lernmotivation; Collegestudent; Kursprogramm; Lernerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendynamik; Computerkonferenz; Türkei
Abstract	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 semistructured 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. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@ijem.com; Web site: http://www.ijem.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01