Flipped Learning

Introduction

Developing science and technology affects the speed of change and development in the social structure of societies and raises the obligation of educational institutions to keep up with the change. In education systems, it is important to place students in the center instead of teachers, to have a paradigm change from behavioral approach to constructivist approach, by using many different models and methods, to synthesize the information and present it as a product. This situation led to the idea that practical training should be carried out in a wider period of time in order to better educate the students. In addition, the widespread use of technology in education, the fact that it becomes very easy to access information, a process in which students can individually access content, intervene and follow at their own pace has made it compulsory for schools to become more meaningful environments for students (Bishop and Verleger, 2013). In this respect, the flipped learning model, which uses technology very actively within the framework of constructivist approach in order to increase in-class activities and perform more practice-based training, has become widespread in recent years (Abeysekera and Dawson, 2015; Kim, Kim, Khera, and Getman, 2014; Bergman and Sams, 2012).

Learning is a permanent change in behavior or the ability to behave in a learned way (Schunk, 2011). In order for the learning to take place, there must be interaction between the situation learned by the subject, entity, object, etc. The intensity and versatility of the interaction increases the permanence of learning. Their perspectives on education and training vary according to different learning needs. In the traditional model, interaction takes place between students, teachers and other students and the course materials in the classroom. In the traditional classroom education model, the place where information is learned is the classroom, and the place where it is reinforced with homework is the home environment. In the flipped learning model, learning is moved out of the classroom with the help of technology and carried to the individual learning area. The classroom becomes a practice space where previously learned knowledge is reinforced and deficiencies are eliminated. Thus, in the traditional model, the students who are more passive in getting information and learning stages; in the flipped learning model, they play an active role in applying higher level skills such as analysis and synthesis, and a significant increase in the level of classroom interaction is observed (Sever, 2014).

For the flipped learning model, concepts such as “inverted classrooms”, “flipped classrooms” and “inverted learning” are also used. While the model first emerged, the focus was on the classroom, and recently it has shifted to learning. For this reason, the concept of “flipped classrooms” was used in a popular way in the early days, and this concept was replaced by the concept of “flipped learning” in recent years (Hayırsever and Orhan, 2018).