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Yükseköğretimde Ters Yüz Sınıf Modeli: Sistematik Bir Tarama

Year 2025, Volume: 13 Issue: 26, 826 - 852

Ayşe Ahsen Talu , Erdoğan Tezci

Abstract

Ters yüz sınıf modeli (TSYM) modern eğitimde etkili bir strateji olarak tanınmaktadır. Teknolojik gelişmelerle birlikte, TSYM gibi modellerin entegrasyonu kritik hale gelmiştir. COVID-19 pandemisi, eğitim ihtiyaçlarını karşılamada teknoloji tabanlı TSYM’nin önemini bir kez daha vurgulamıştır. Bu çalışmada yükseköğretimde TYSM’nin kullanımına ilişkin literatürde yer alan çalışmaların sistematik tarama metodu ile incelenmesi amaçlanmıştır. Çalışma kapsamında, Web of Science (WoS) veri tabanında 2020-2023 yıllarına ilişkin tarama gerçekleştirilmiştir. Dahil etme/hariç tutma kriterleri kapsamında 31 çalışma incelenmiştir. Bulgular “Preferred Reporting Items for Systematic Review and Meta-Analysis” (PRISMA) ilkeleri doğrultusunda raporlanmıştır. En çok çalışmanın 2022 yılında, çoğunlunun ise Çin ve İspanya’da yürütüldüğü, Amerika’nın en yüksek atıf sayısına sahip olduğu, nicel araştımaların çoğunlukta olduğu ve veri toplama yöntemlerinde çeşitliliğin olduğu anlaşılmıştır. Çalışmanın, yükseköğretimde TYSM'ye yönelik eğilimleri ortaya koyarak araştırmacılara rehberlik etmesi beklenmektedir.

Keywords

Ters yüz sınıf modeli yükseköğretim sistematik tarama

Ethical Statement

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Supporting Institution

Destekleyen kurum bulunmamaktadır.

Project Number

-

Thanks

-

References

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  • Albert, M., & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89(8), 419–424. https://doi.org/10.1080/08832323.2014.9295
  • Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
  • Arif, S., & Omar, I. (2019). Effectiveness of flipped classroom in teaching basic English courses. Yükseköğretim Dergisi, 9(3), 279–289. https://doi.org/10.2399/yod.19.003
  • Ayçiçek, B., & Yanpar-Yelken, T. (2018). The effect of flipped classroom model on students’ classroom engagement in teaching english. International Journal of Instruction, 11(2), 385-398. https://doi.org/10.12973/iji.2018.11226a
  • Bahçeci, F., & Çınar, M. (2023). Ters yüz sınıf modeli araştırmalarının bibliyometrik analiz yöntemi ile incelenmesi. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 14(28), 247-274. https://doi.org/10.58689/eibd.1289169
  • Baker, J. W. (2000). The "classroom flip": Using web course management tools to become the guide by the side. 11th international conference on College Teaching and Learning, Jacksonville, FL.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
  • Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
  • Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9.
  • Cheng, S. C., Hwang, G. J., & Lai, C. L. (2022). Critical research advancements of flipped learning: A review of the top 100 highly cited papers. Interactive Learning Environments, 30(9), 1751-1767. https://doi.org/10.1080/10494820.2020.1765395
  • Çenberci, S., Çalışkan-Karakulak, B., & Tol, H. Y. (2023). Ters yüz sınıf modeli ile ilgili öğrenci görüşlerinin incelenmesi. Journal of Computer and Education Research, 11(22), 767-799. https://doi.org/10.18009/jcer.1337303
  • Çevikbas, M., & Kaiser, G. (2022). Promoting personalized learning in flipped classrooms: A systematic review study. Sustainability, 14, 11393. https://doi.org/10.3390/su141811393
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580. https://doi.org/10.1007/s11423-013-9305-6
  • Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26(3), 3327-3346.
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends Tech Trends, 57, 14–27.
  • Eppard, J., & Rochdi, A. (2017). A framework for flipped learning. International Association for Development of the Information Society. 13th International Conference Mobile Learning, 33-40.
  • FLN (2014). What is flipped learning?. https://flippedlearning.org/definition-of-flipped-learning/ (Erişim Tarihi:13.03.2024)
  • Flores I Alarcia, Ò., Bravo, A., & Silva, P. (2016). The flipped classroom model at the university: Analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education, 13(21), 1-12.
  • Francl, T. J. (2014). Is flipped learning appropriate? Journal of Research in Innovative Teaching, 7(1), 119-128.
  • Galindo-Domínguez, H., & Bezanilla, M. J. (2019). A systematic review of flipped classroom methodology at university level in Spain. Innoeduca. International Journal of Technology and Educational Innovation, 5(1), 81-90.
  • Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering. 2008 ACM/IEEE 30th International Conference on Software Engineering, 777-786.
  • Gençer, B. G., Gürbulak, N., & Adıgüzel, T. (2014). Eğitimde yeni bir süreç: Ters-yüz sınıf sistemi. Uluslararası Öğretmen Eğitimi Konferansı, 5(6), 881-888.
  • Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47, 109-114.
  • Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters-yüz sınıf uygulamasının etkileri. Yayımlanmamış Yüksek Lisans Tezi. Amasya Üniversitesi.
  • He, J. (2020). Research and practice of flipped classroom teaching mode based on guidance case. Education and Information Technologies, 25(4), 2337-2352.
  • Higgins, J. P., & Green, S. (Eds.). (2008). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons.
  • İşçi, T.G. & Yazıcı, K. (2023). The effect of the use of the flipped learning model in the social studies course on the students’ academic success and higher-order thinking skills. International e-Journal of Educational Studies, 7 (13), 46-64. https://doi.org/10.31458/iejes.1216865
  • İşman, A. (2008). Uzaktan eğitim (Geliştirilmiş 4. Baskı). Pegem.
  • Kernagaran, V., & Abdullah, A. (2022). A systematic literature review of flipped learning in english as second language (esl) context. International Journal of Instruction, 15(2), 793-814. https://doi.org/10.29333/iji.2022.15243a
  • Lage, M. J., & Platt, G. (2000). The internet and the inverted classroom. The Journal of Economic Education, 31(1), 11–11. https://doi.org/10.1080/00220480009596756
  • 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.
  • Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
  • Lima, K. R., das Neves, B.-H. S., Ramires, C. C., dos Santos Soares, M., Martini, V. Á., Lopes, L. F., & Mello-Carpes, P. B. (2020). Student assessment of online tools to foster engagement during the COVID-19 quarantine. Advances in Physiology Education, 44(4), 679–683. https://doi.org/10.1152/advan.00131.2020
  • Liu, L. (2021). Research on IT English flipped classroom teaching model based on SPOC. Scientific Programming, 2021(1), 7273981. https://doi.org/10.1155/2021/7273981
  • Lo, C. K. (2020). Systematic reviews on flipped learning in various education contexts. In: Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (Eds.). Systematic reviews in educational research: Methodology, perspectives and application (pp. 129-143).
  • 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(1), 720.
  • Long, T., Cummins, J., & Waugh, M. (2016a). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179–200. https://doi.org/10.1007/s12528-016-9119-8
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The Flipped Classroom Model in Higher Education: A Systematic Review

Year 2025, Volume: 13 Issue: 26, 826 - 852

Ayşe Ahsen Talu , Erdoğan Tezci

Abstract

The Flipped Classroom Model (FCM) is recognized as an effective strategy in modern education. With technological advancements, integrating models like FCM is crucial. The COVID-19 pandemic further highlighted the importance of technology-based FCM in addressing educational needs. This study aims to examine literature on the use of FCM in higher education through a systematic review. The Web of Science (WoS) database was searched for studies published between 2020 and 2023. Following inclusion/exclusion criteria, 31 studies were analyzed. The findings were reported in line with the PRISMA guidelines. The results indicated that the highest number of studies were conducted in 2022, with China and Spain as the leading countries. The USA had the highest citation count. Most studies were quantitative, and a variety of data collection methods were utilized. The study is expected to identify trends in the use of FCM in higher education and provide guidance to researchers.

Keywords

Flipped classroom model higher education systematic review

Ethical Statement

Bilgilendirme Bu çalışmada insan veya hayvan deneklerinden veri toplanmamıştır. Bu nedenle çalışma, etik kurul onayı gerektiren çalışmalar kapsamında yer almadığından etik kurul onayı alınmamıştır.

Project Number

-

References

  • Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2019). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development. https://doi.org/10.1007/s11423-019-09718-8
  • Albert, M., & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89(8), 419–424. https://doi.org/10.1080/08832323.2014.9295
  • Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
  • Arif, S., & Omar, I. (2019). Effectiveness of flipped classroom in teaching basic English courses. Yükseköğretim Dergisi, 9(3), 279–289. https://doi.org/10.2399/yod.19.003
  • Ayçiçek, B., & Yanpar-Yelken, T. (2018). The effect of flipped classroom model on students’ classroom engagement in teaching english. International Journal of Instruction, 11(2), 385-398. https://doi.org/10.12973/iji.2018.11226a
  • Bahçeci, F., & Çınar, M. (2023). Ters yüz sınıf modeli araştırmalarının bibliyometrik analiz yöntemi ile incelenmesi. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 14(28), 247-274. https://doi.org/10.58689/eibd.1289169
  • Baker, J. W. (2000). The "classroom flip": Using web course management tools to become the guide by the side. 11th international conference on College Teaching and Learning, Jacksonville, FL.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
  • Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
  • Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9.
  • Cheng, S. C., Hwang, G. J., & Lai, C. L. (2022). Critical research advancements of flipped learning: A review of the top 100 highly cited papers. Interactive Learning Environments, 30(9), 1751-1767. https://doi.org/10.1080/10494820.2020.1765395
  • Çenberci, S., Çalışkan-Karakulak, B., & Tol, H. Y. (2023). Ters yüz sınıf modeli ile ilgili öğrenci görüşlerinin incelenmesi. Journal of Computer and Education Research, 11(22), 767-799. https://doi.org/10.18009/jcer.1337303
  • Çevikbas, M., & Kaiser, G. (2022). Promoting personalized learning in flipped classrooms: A systematic review study. Sustainability, 14, 11393. https://doi.org/10.3390/su141811393
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580. https://doi.org/10.1007/s11423-013-9305-6
  • Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26(3), 3327-3346.
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends Tech Trends, 57, 14–27.
  • Eppard, J., & Rochdi, A. (2017). A framework for flipped learning. International Association for Development of the Information Society. 13th International Conference Mobile Learning, 33-40.
  • FLN (2014). What is flipped learning?. https://flippedlearning.org/definition-of-flipped-learning/ (Erişim Tarihi:13.03.2024)
  • Flores I Alarcia, Ò., Bravo, A., & Silva, P. (2016). The flipped classroom model at the university: Analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education, 13(21), 1-12.
  • Francl, T. J. (2014). Is flipped learning appropriate? Journal of Research in Innovative Teaching, 7(1), 119-128.
  • Galindo-Domínguez, H., & Bezanilla, M. J. (2019). A systematic review of flipped classroom methodology at university level in Spain. Innoeduca. International Journal of Technology and Educational Innovation, 5(1), 81-90.
  • Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering. 2008 ACM/IEEE 30th International Conference on Software Engineering, 777-786.
  • Gençer, B. G., Gürbulak, N., & Adıgüzel, T. (2014). Eğitimde yeni bir süreç: Ters-yüz sınıf sistemi. Uluslararası Öğretmen Eğitimi Konferansı, 5(6), 881-888.
  • Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47, 109-114.
  • Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters-yüz sınıf uygulamasının etkileri. Yayımlanmamış Yüksek Lisans Tezi. Amasya Üniversitesi.
  • He, J. (2020). Research and practice of flipped classroom teaching mode based on guidance case. Education and Information Technologies, 25(4), 2337-2352.
  • Higgins, J. P., & Green, S. (Eds.). (2008). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons.
  • İşçi, T.G. & Yazıcı, K. (2023). The effect of the use of the flipped learning model in the social studies course on the students’ academic success and higher-order thinking skills. International e-Journal of Educational Studies, 7 (13), 46-64. https://doi.org/10.31458/iejes.1216865
  • İşman, A. (2008). Uzaktan eğitim (Geliştirilmiş 4. Baskı). Pegem.
  • Kernagaran, V., & Abdullah, A. (2022). A systematic literature review of flipped learning in english as second language (esl) context. International Journal of Instruction, 15(2), 793-814. https://doi.org/10.29333/iji.2022.15243a
  • Lage, M. J., & Platt, G. (2000). The internet and the inverted classroom. The Journal of Economic Education, 31(1), 11–11. https://doi.org/10.1080/00220480009596756
  • 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.
  • Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
  • Lima, K. R., das Neves, B.-H. S., Ramires, C. C., dos Santos Soares, M., Martini, V. Á., Lopes, L. F., & Mello-Carpes, P. B. (2020). Student assessment of online tools to foster engagement during the COVID-19 quarantine. Advances in Physiology Education, 44(4), 679–683. https://doi.org/10.1152/advan.00131.2020
  • Liu, L. (2021). Research on IT English flipped classroom teaching model based on SPOC. Scientific Programming, 2021(1), 7273981. https://doi.org/10.1155/2021/7273981
  • Lo, C. K. (2020). Systematic reviews on flipped learning in various education contexts. In: Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (Eds.). Systematic reviews in educational research: Methodology, perspectives and application (pp. 129-143).
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Details

Primary Language Turkish
Subjects Higher Education Studies (Other)
Journal Section Review Article
Authors

Ayşe Ahsen Talu 0000-0002-7515-5301

Erdoğan Tezci 0000-0003-2055-0192

Project Number -
Early Pub Date July 14, 2025
Publication Date
Submission Date March 5, 2025
Acceptance Date April 21, 2025
Published in Issue Year 2025 Volume: 13 Issue: 26

Cite

APA Talu, A. A., & Tezci, E. (2025). Yükseköğretimde Ters Yüz Sınıf Modeli: Sistematik Bir Tarama. Journal of Computer and Education Research, 13(26), 826-852.
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