Flipped Learning

Flipped Learning

Gülçin Zeybek (Faculty of Education, Karamanoğlu Mehmetbey University, Turkey)
Copyright: © 2020 |Pages: 23
DOI: 10.4018/978-1-7998-3146-4.ch011

Abstract

It is known that the next generation grows intertwined with technology, can easily communicate with peers all over the world, adapt to new technological tools very quickly, and is fond of independence. For these reasons, it has become impossible to prepare the next generation for the future with the traditional education system. In a world where digital technology dominates our lives, the flipped learning model has emerged. In this model, the student performs cognitive activities on lower levels such as acquisition information and understanding before the course. The course focuses on higher level cognitive activities such as practice, analysis, evaluation, and synthesis with the support of peers and teachers. Thus, students are transformed from individuals informed by their teachers to individuals who reach information and take it to the next step. In this chapter, the flipped learning model was introduced; its benefits and limitations, researches about the model, recommendations for implementation are discussed.
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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).

Key Terms in this Chapter

Optimized Learning Environments: Applying the subject to a variety of techniques, not in a single way.

Inverted Classroom: An approach is based on the idea that students should come to class after completing their preparations for the course.

Intentional Content: Determining which content will be given directly to the students, which content will be researched and learned by the students, the materials to be connected with the learning objectives and high quality, the classroom activities are organized on the basis of a student-centered approach.

Flexible Environment: A learning environment where students are given the flexibility to choose when and where to learn and the ability to learn in different ways and at different speeds.

21st Century Skills: These are skills that will help students keep pace with today's modern business areas.

Student-centered Learning: A wide range of educational programs, learning experiences, teaching approaches and academic support strategies designed to address students' diverse learning needs, interests, aspirations, or cultural backgrounds.

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