Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study

Autor/in	Kozikoglu, Ishak
Titel	Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.851-868 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Blended Learning; Models; Meta Analysis; Research Design; Periodicals; Research Methodology; Undergraduate Students; Learning Activities; Outcomes of Education; Academic Achievement; Student Motivation; Metacognition; Student Attitudes; Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Meta-analysis; Metaanalyse; Forschungsdesign; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Research method; Forschungsmethode; Lernaktivität; Lernleistung; Schulerfolg; Schulleistung; Schulische Motivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Lehrerverhalten; Türkei
Abstract	The purpose of this research is to analyze the studies conducted in Turkey and abroad concerning flipped learning model from various perspectives. Eighty studies were included in this research consisting of 34 studies in Turkey and 46 studies abroad. The studies examined within the scope of this research were reached using various databases. The studies were analyzed by using content analysis technique. As a result of the research, it was concluded that the number of studies about flipped learning model have increased in recent years, the majority of the studies are article, the mostly preferred method and design are mixed method and experimental design, teaching practices were mostly carried out with the university students, the achievement test, interview form and survey were mostly used in the studies, the videos, presentations and written documents were used in out-of-class activities and practical activities were conducted in class. According to the study results, it is seen that flipped learning model has a positive effect on the students' academic achievement, motivation, metacognitive awareness, etc. Moreover, it was determined that students and teachers have positive views on flipped learning model. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01