Research Article
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Comparison of Face-to-Face and Online Flipped Learning Models Based on Student Perspectives

Year 2025, Volume: 15 Issue: 1, 24 - 52, 30.06.2025

Şeyma Şahin , Abdurrahman Kılıç

https://doi.org/10.17984/adyuebd.1565298

Abstract

This research compares student opinions on face-to-face and online flipped learning to fill this gap. The study employed the case study design, which is a type of qualitative research method. The research group consisted of 39 students enrolled in the "Educational Psychology" course of the Düzce University Faculty of Education Pedagogical Formation Program during the 2021-2022 Spring semester. Of the 39 students, 22 were women, and 17 were men in the online flipped learning model group. Meanwhile, the face-to-face flipped learning model group consisted of 37 students, 22 women, and 15 men. During the Educational Psychology course that extended over 14 weeks, two different teaching models were applied to two groups. One group was taught using the online flipped learning model, while the other was taught using the face-to-face flipped learning model. Data was collected using an opinion form consisting of eight questions. The collected data underwent content analysis. The study concluded that both face-to-face and online flipped learning methods are effective, active, and promote constructive learning. However, face-to-face flipped learning was found to be more effective, efficient, permanent, and social.

Keywords

Face-to-face flipped learning Educational psychology Online flipped learning Student perspectives

References

  • Aktı Aslan, S. (2022). The effect of flipped classroom approach on learning achievement, online self-regulation and interaction in synchronous distance education. Journal of Educational Technology & Online Learning, 5(3), 535-552.
  • Annamalai, N., Loo, Q. O. K., Leong, L. M., & Mangaleswaran, S. (2021). Online flipped classroom in English language grammar learning during the Covid-19 pandemic. Asia Pacific Journal of Educators and Education, 36(2), 141-163.
  • Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
  • Beason-Abmayr, B., Caprette, D. R., & Gopalan, C. (2021). Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic. Advances in Physiology Education, 45(2), 384-389.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE/ASCD.
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi [Evaluation of flipped classroom application in English teaching] (Unpublished master's thesis). Afyon Kocatepe University, Social Sciences Institute, Afyon.
  • Caligaris, M., Rodríguez, G., & Laugero, L. (2016). A first experience of flipped classroom in numerical analysis. Procedia-Social and Behavioral Sciences, 217, 838-845.
  • Cotta, K. I., Shah, S., Almgren, M. M., Macías-Moriarity, L. Z., & Mody, V. (2016). Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations. Currents in Pharmacy Teaching and Learning, 8(5), 646-653.
  • Corbin, J., & Straus, A. (2008). Basics of qualitative research: Technique and procedure for developing grounded theory. Sage Publication.
  • Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: Findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(9), 1-24.
  • Donovan, J. D., & Lee, S. Y. (2015). How we flipped: Student and instructor reflections of a flipped-class model in a sensory evaluation laboratory course. NACTA Journal, 59(4), 335-342.
  • Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.
  • Green, T. (2015). Flipped classrooms: An agenda for innovative marketing education in the digital era. Marketing Education Review, 25(3), 179-191.
  • Gürcan, N. (2022). Kültürel bağlamda örgütsel davranış: Tutumlar, değerler ve grup dinamiği üzerinde kavramsal bir inceleme [Organizational behavior in cultural context: A conceptual analysis on attitudes, values and group dynamics]. Sosyolojik Düşün, 7(1), 54-91.
  • Harvey, S. (2014). The "flipped" Latin classroom: A case study. Classical World, 108(1), 117-127.
  • Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the "new normal" of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(57), 1-22.
  • Hung, L. N. Q. (2022). EFL students' perceptions of online flipped classrooms during the COVID-19 pandemic and beyond. International Journal of Learning, Teaching and Educational Research, 21(9), 460-476.
  • Jia, C., Hew, K. F., Jiahui, D., & Liuyufeng, L. (2023). Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study. The Internet and Higher Education, 56.
  • Khodaei, S., Hasanvand, S., Gholami, M., Mokhayeri, Y., & Amini, M. (2022). The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic. BMC Nursing, 21(22), 1-10.
  • Kılıç, A., & Şahin, Ş. (2022). The effect of layered inquiry-based learning model on students' skills, values and attitudes. Journal of Instructional Research, 11, 118-137.
  • Kian, L., Zarifsanaiey, N., & Karimian, Z. (2022). Effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behavior of medical educators. BMC Research Notes, 15(227), 1-6.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
  • Lo, C. K., & Hew, K. F. (2022). Design principles for fully online flipped learning in health professions education: A systematic review of research during the COVID-19 pandemic. BMC Medical Education, 22(720), 1-14.
  • McCallum, S., Schultz, J., Sellke, K., & Spartz, J. (2015). An examination of the flipped classroom approach on college student academic involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42-55.
  • Moravec, M., Williams, A., Aguilar-Roca, N. M., & O'Dowd, D. K. (2010). Learn before lecture, a strategy that improves learning outcomes in a large introductory Biology class. CBE-Life Sciences Education, 9(4), 473-481.
  • Musa, R. J., Ejovi, O. M., & Oghenerhovweya, F. O. (2021). Rethinking the design of English language teaching online using the flipped classroom approach. Education Quarterly Reviews, 4(3), 424-431.
  • Nishigawa, K., Omoto, K., Hayama, R., Okura, K., Tajima, T., Suzuki, Y., ... & Matsuka, Y. (2017). Comparison between flipped classroom and team-based learning in fixed prosthodontic education. Journal of Prosthodontic Research, 61(2), 217-222.
  • Ökmen, B., Şahin, Ş., & Kılıç, A. (2022a). Proje tabanlı karakter ve değerler eğitimi dersinin öğrencilerin bilgi, beceri, değer ve tutumlarına etkisi [The effect of project-based character and values education course on students' knowledge, skills, values and attitudes]. Milli Eğitim Dergisi, 51(236), 2947-2968.
  • Ökmen, B., Şahin, Ş., & Kılıç, A. (2022b). Effectiveness of layered inquiry based learning model. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 799-826.
  • Ökmen, B., Şahin, Ş., & Kılıç, A. (2023a). Demokratik yaşama dayalı öğrenme modeli'nin öğrencilerin değer algılarına etkisi: Fenomenografik bir araştırma [The effect of democratic life-based learning model on students' value perceptions: A phenomenographic study]. In I. Uluslararası Pozitif Okullar ve İyi Oluş Kongresi (pp. 503-520), Kıbrıs.
  • Ökmen, B., Şahin, Ş., & Kılıç, A. (2023b). A model that can be applied in both distance and face-to-face education: Problem based-quantum learning model. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26(50), 579-600.
  • Purwanti, I. T., Suryawati, E., & Eliwarti. (2022). Video lectures in online EFL flipped-classroom: Effectiveness, students' evaluation and experiences. European Journal of Educational Research, 11(2), 885-898.
  • Romero-García, C., Buzón-García, O., & Touron, J. (2018). The flipped learning model in online education for secondary teachers. Journal of Technology and Science Education, 9(2), 109-121.
  • Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers & Education, 147.
  • Şahin, Ş., Boyacı, Z., Ökmen, B., Danişman, Ş., Eriş Hasırcı, H. M., & Kılıç, A. (2020). Determining visions related to the flipped learning model. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(3), 62-84.
  • Şahin, Ş., Ökmen, B., & Kılıç, A. (2020a). Effect of teaching a learning psychology course in different ways on the student's success and attitudes. Journal on Efficiency and Responsibility in Education and Science, 13(3), 113-129.
  • Şahin, Ş., Ökmen, B., & Kılıç, A. (2020b). Karakter ve değerler eğitimi dersinin proje tabanlı öğrenmeye göre düzenlenmesi [Organization of character and values education course according to project-based learning]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 39(2), 360-384.
  • Şahin, Ş., & Kılıç, A. (2021a). Demokratik yaşama dayalı öğrenme modelinin öğrencilerin demokrasi algılarına etkisi [The effect of democratic life-based learning model on students' democracy perceptions]. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 42, 267-291.
  • Şahin, Ş., & Kılıç, A. (2021b). Learning model based on democratic life. Journal of Educational Research and Practice, 11(1), 181-201.
  • Şahin, Ş., & Kılıç, A. (2022a). Problem tabanlı ölçme ve değerlendirme dersine yönelik öğrenci görüşleri [Student views on problem-based measurement and evaluation course]. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 333-353.
  • Şahin, Ş., & Kılıç, A. (2022b). Demokratik yaşama dayalı öğrenme modelinin öğrencilerin beceri, değer ve tutumlarına etkisi [The effect of democratic life-based learning model on students' skills, values and attitudes]. Ulusal Eğitim Akademisi Dergisi, 6(1), 84-101.
  • Şahin, Ş., & Kılıç, A. (2023a). Effectiveness of the project-based 6E learning model. European Journal of Open, Distance and E-Learning, 25(1), 31-48.
  • Şahin, Ş., & Kılıç, A. (2023b). Proje tabanlı 6E öğrenme modeli'nin öğrencilerin demokrasi algılarına etkisi [The effect of project-based 6E learning model on students' democracy perceptions]. In ASES IV. Uluslararası Eğitim Bilimleri Kongresi (pp. 38-45), Giresun.
  • Şahin, Ş., & Kılıç, A. (2023c). Proje tabanlı 6E öğrenme modeli'nin öğrencilerin değer algılarına etkisine ilişkin kavram ağları [Concept networks regarding the effect of project-based 6E learning model on students' value perceptions]. In I. Uluslararası Pozitif Okullar ve İyi Oluş Kongresi (pp. 192-210), Kıbrıs.
  • Şahin, Ş., & Kılıç, A. (2024). Comparison of the effectiveness of project-based 6E learning and problem-based quantum learning: Solomon four-group design. Journal of Research in Innovative Teaching & Learning. Advance online publication. https://www.emerald.com/insight/content/doi/10.1108/jrit-09-2023-0139/full/html
  • Şahin, Ş., Ökmen, B., & Kılıç, A. (2023). Effectiveness of the brain-based learning style cycle. Excellence in Education Journal (EEJ), 12(1), 82-122.
  • Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2023). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 31(2), 1077-1088.
  • Wallace, M. L., Walker, J. D., Braseby, A. M., & Sweet, M. S. (2014). "Now, what happens during class?" Using team-based learning to optimize the role of expertise within the flipped classroom. Journal on Excellence in College Teaching, 25(3&4), 253-273.
  • Whitman Cobb, W. N. (2016). Turning the classroom upside down: Experimenting with the flipped classroom in American government. Journal of Political Science Education, 12(1), 1-14.
  • Williams, A., Aguilar-Roca, N. M., & O'Dowd, D. K. (2015). Lecture capture podcasts: Differential student use and performance in a large introductory course. Educational Technology Research and Development, 64(1).

Yüz Yüze ve Çevrimiçi Ters Yüz Öğrenme Modellerinin Öğrenci Görüşleri Doğrultusunda Karşılaştırılması

Year 2025, Volume: 15 Issue: 1, 24 - 52, 30.06.2025

Şeyma Şahin , Abdurrahman Kılıç

https://doi.org/10.17984/adyuebd.1565298

Abstract

Bu araştırmanın amacı, Eğitim Psikolojisi dersinde yürütülen yüz yüze ters yüz öğrenme ile çevrimiçi ters yüz öğrenme modellerinin öğrenci görüşleri doğrultusunda karşılaştırılmasıdır. Çalışma nitel araştırma yöntemlerinden biri olan durum çalışması yöntemiyle yürütülmüştür. Toplamda 14 hafta süren Eğitim Psikolojisi dersinde bir grupta çevrimiçi ters yüz öğrenme modeli, diğer grupta ise yüz yüze ters yüz öğrenme modeli uygulanmış ve öğrenci görüşleri doğrultusunda modellerin etkililiği karşılaştırılmıştır. Araştırmanın çalışma grubunu 2021-2022 Bahar döneminde Batı Karadeniz’deki bir devlet üniversitesinde “Eğitim Psikolojisi” dersini alan pedagojik formasyon programı öğrencileri oluşturmuştur. Çevrimiçi ters yüz öğrenme modeli uygulanan grupta 39 öğrenci, yüz yüze ters yüz öğrenme modeli uygulanan grupta 37 öğrenci yer almıştır. Veriler görüş alma formu aracılığıyla toplanmış ve içerik analizine tabi tutulmuştur. Araştırma sonunda hem yüz yüze ters yüz hem de çevrimiçi ters yüz öğrenmenin katılımcılar tarafından etkili, aktif ve yapılandırmacı öğrenme sağladığı, ancak yüz yüze ters yüz öğrenmenin daha etkili, verimli ve kalıcı öğrenme sağladığı, sosyal öğrenmeyi desteklediği sonucuna ulaşılmıştır. Öğrencilerin yüz yüze ters yüz öğrenmede kullanılan yöntem-tekniklerin ve grup çalışmalarının etkileşim ve aktif katılım açısından çevrimiçi ters yüz öğrenmeye göre daha etkili olduğunu düşündükleri belirlenmiştir. Ayrıca öğrencilerin hem yüz yüze hem de çevrimiçi ters yüz öğrenmede kişisel, sosyal ve pedagojik beceriler kazandıkları sonucuna ulaşılmıştır. Araştırma sonuçlarına dayanarak çevrimiçi ters yüz öğrenmede internet bağlantısı ve sınıf içi teknik problemlerin giderilmesi için daha sağlam bir altyapı sağlanması, yapay zeka ve artırılmış gerçeklik gibi teknolojilerin entegrasyonu sağlanarak çevrimiçi öğrenme ortamlarının kalitesinin artırılması önerilmiştir.

Keywords

Çevrimiçi ters yüz öğrenme Eğitim pskilojisi Öğrenci görüşleri Yüz yüze ters yüz öğrenme

References

  • Aktı Aslan, S. (2022). The effect of flipped classroom approach on learning achievement, online self-regulation and interaction in synchronous distance education. Journal of Educational Technology & Online Learning, 5(3), 535-552.
  • Annamalai, N., Loo, Q. O. K., Leong, L. M., & Mangaleswaran, S. (2021). Online flipped classroom in English language grammar learning during the Covid-19 pandemic. Asia Pacific Journal of Educators and Education, 36(2), 141-163.
  • Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
  • Beason-Abmayr, B., Caprette, D. R., & Gopalan, C. (2021). Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic. Advances in Physiology Education, 45(2), 384-389.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE/ASCD.
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi [Evaluation of flipped classroom application in English teaching] (Unpublished master's thesis). Afyon Kocatepe University, Social Sciences Institute, Afyon.
  • Caligaris, M., Rodríguez, G., & Laugero, L. (2016). A first experience of flipped classroom in numerical analysis. Procedia-Social and Behavioral Sciences, 217, 838-845.
  • Cotta, K. I., Shah, S., Almgren, M. M., Macías-Moriarity, L. Z., & Mody, V. (2016). Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations. Currents in Pharmacy Teaching and Learning, 8(5), 646-653.
  • Corbin, J., & Straus, A. (2008). Basics of qualitative research: Technique and procedure for developing grounded theory. Sage Publication.
  • Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: Findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(9), 1-24.
  • Donovan, J. D., & Lee, S. Y. (2015). How we flipped: Student and instructor reflections of a flipped-class model in a sensory evaluation laboratory course. NACTA Journal, 59(4), 335-342.
  • Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.
  • Green, T. (2015). Flipped classrooms: An agenda for innovative marketing education in the digital era. Marketing Education Review, 25(3), 179-191.
  • Gürcan, N. (2022). Kültürel bağlamda örgütsel davranış: Tutumlar, değerler ve grup dinamiği üzerinde kavramsal bir inceleme [Organizational behavior in cultural context: A conceptual analysis on attitudes, values and group dynamics]. Sosyolojik Düşün, 7(1), 54-91.
  • Harvey, S. (2014). The "flipped" Latin classroom: A case study. Classical World, 108(1), 117-127.
  • Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the "new normal" of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(57), 1-22.
  • Hung, L. N. Q. (2022). EFL students' perceptions of online flipped classrooms during the COVID-19 pandemic and beyond. International Journal of Learning, Teaching and Educational Research, 21(9), 460-476.
  • Jia, C., Hew, K. F., Jiahui, D., & Liuyufeng, L. (2023). Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study. The Internet and Higher Education, 56.
  • Khodaei, S., Hasanvand, S., Gholami, M., Mokhayeri, Y., & Amini, M. (2022). The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic. BMC Nursing, 21(22), 1-10.
  • Kılıç, A., & Şahin, Ş. (2022). The effect of layered inquiry-based learning model on students' skills, values and attitudes. Journal of Instructional Research, 11, 118-137.
  • Kian, L., Zarifsanaiey, N., & Karimian, Z. (2022). Effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behavior of medical educators. BMC Research Notes, 15(227), 1-6.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
  • Lo, C. K., & Hew, K. F. (2022). Design principles for fully online flipped learning in health professions education: A systematic review of research during the COVID-19 pandemic. BMC Medical Education, 22(720), 1-14.
  • McCallum, S., Schultz, J., Sellke, K., & Spartz, J. (2015). An examination of the flipped classroom approach on college student academic involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42-55.
  • Moravec, M., Williams, A., Aguilar-Roca, N. M., & O'Dowd, D. K. (2010). Learn before lecture, a strategy that improves learning outcomes in a large introductory Biology class. CBE-Life Sciences Education, 9(4), 473-481.
  • Musa, R. J., Ejovi, O. M., & Oghenerhovweya, F. O. (2021). Rethinking the design of English language teaching online using the flipped classroom approach. Education Quarterly Reviews, 4(3), 424-431.
  • Nishigawa, K., Omoto, K., Hayama, R., Okura, K., Tajima, T., Suzuki, Y., ... & Matsuka, Y. (2017). Comparison between flipped classroom and team-based learning in fixed prosthodontic education. Journal of Prosthodontic Research, 61(2), 217-222.
  • Ökmen, B., Şahin, Ş., & Kılıç, A. (2022a). Proje tabanlı karakter ve değerler eğitimi dersinin öğrencilerin bilgi, beceri, değer ve tutumlarına etkisi [The effect of project-based character and values education course on students' knowledge, skills, values and attitudes]. Milli Eğitim Dergisi, 51(236), 2947-2968.
  • Ökmen, B., Şahin, Ş., & Kılıç, A. (2022b). Effectiveness of layered inquiry based learning model. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 799-826.
  • Ökmen, B., Şahin, Ş., & Kılıç, A. (2023a). Demokratik yaşama dayalı öğrenme modeli'nin öğrencilerin değer algılarına etkisi: Fenomenografik bir araştırma [The effect of democratic life-based learning model on students' value perceptions: A phenomenographic study]. In I. Uluslararası Pozitif Okullar ve İyi Oluş Kongresi (pp. 503-520), Kıbrıs.
  • Ökmen, B., Şahin, Ş., & Kılıç, A. (2023b). A model that can be applied in both distance and face-to-face education: Problem based-quantum learning model. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26(50), 579-600.
  • Purwanti, I. T., Suryawati, E., & Eliwarti. (2022). Video lectures in online EFL flipped-classroom: Effectiveness, students' evaluation and experiences. European Journal of Educational Research, 11(2), 885-898.
  • Romero-García, C., Buzón-García, O., & Touron, J. (2018). The flipped learning model in online education for secondary teachers. Journal of Technology and Science Education, 9(2), 109-121.
  • Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers & Education, 147.
  • Şahin, Ş., Boyacı, Z., Ökmen, B., Danişman, Ş., Eriş Hasırcı, H. M., & Kılıç, A. (2020). Determining visions related to the flipped learning model. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(3), 62-84.
  • Şahin, Ş., Ökmen, B., & Kılıç, A. (2020a). Effect of teaching a learning psychology course in different ways on the student's success and attitudes. Journal on Efficiency and Responsibility in Education and Science, 13(3), 113-129.
  • Şahin, Ş., Ökmen, B., & Kılıç, A. (2020b). Karakter ve değerler eğitimi dersinin proje tabanlı öğrenmeye göre düzenlenmesi [Organization of character and values education course according to project-based learning]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 39(2), 360-384.
  • Şahin, Ş., & Kılıç, A. (2021a). Demokratik yaşama dayalı öğrenme modelinin öğrencilerin demokrasi algılarına etkisi [The effect of democratic life-based learning model on students' democracy perceptions]. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 42, 267-291.
  • Şahin, Ş., & Kılıç, A. (2021b). Learning model based on democratic life. Journal of Educational Research and Practice, 11(1), 181-201.
  • Şahin, Ş., & Kılıç, A. (2022a). Problem tabanlı ölçme ve değerlendirme dersine yönelik öğrenci görüşleri [Student views on problem-based measurement and evaluation course]. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 333-353.
  • Şahin, Ş., & Kılıç, A. (2022b). Demokratik yaşama dayalı öğrenme modelinin öğrencilerin beceri, değer ve tutumlarına etkisi [The effect of democratic life-based learning model on students' skills, values and attitudes]. Ulusal Eğitim Akademisi Dergisi, 6(1), 84-101.
  • Şahin, Ş., & Kılıç, A. (2023a). Effectiveness of the project-based 6E learning model. European Journal of Open, Distance and E-Learning, 25(1), 31-48.
  • Şahin, Ş., & Kılıç, A. (2023b). Proje tabanlı 6E öğrenme modeli'nin öğrencilerin demokrasi algılarına etkisi [The effect of project-based 6E learning model on students' democracy perceptions]. In ASES IV. Uluslararası Eğitim Bilimleri Kongresi (pp. 38-45), Giresun.
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There are 50 citations in total.

Details

Primary Language English
Subjects Instructional Design
Journal Section Research Articles
Authors

Şeyma Şahin 0000-0003-1727-4772

Abdurrahman Kılıç 0000-0002-2704-2951

Publication Date June 30, 2025
Submission Date October 11, 2024
Acceptance Date June 2, 2025
Published in Issue Year 2025 Volume: 15 Issue: 1

Cite

APA Şahin, Ş., & Kılıç, A. (2025). Comparison of Face-to-Face and Online Flipped Learning Models Based on Student Perspectives. Adıyaman University Journal of Educational Sciences, 15(1), 24-52. https://doi.org/10.17984/adyuebd.1565298
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