Abstract
This study has explored student experiences in a setting where the “Bank
Module,” a subject in computerized accounting education, was offered using
flipped classroom approach. In this study, one of the qualitative research
methods, simple descriptive research method, was utilized. The sample consisted
of 12 students attending daytime or evening computerized accounting courses. The
data, collected from face-to-face interviews with the students, were analyzed
using content analysis. The results of the study show that, the activities
increase in-class productivity, help save time and allow students to revise
course content at a pace of their choice. As to the reasons for students to
come to class prepared, they were content/technology/method that aroused
interest, obligations imposed by the lecturer and the sense of responsibility
for grasping the course content. Students considered the duration of video
records to be sufficient and ideal; however, they experienced problems with
connection, video resolution or Internet access. Finally, students suggested
that flipped classroom activities might work well in other courses as well.
References
- Bekçi, İ. and İ. Titiz. 2006. “Muhasebe Eğitimi Alan Öğrencilerin Bilgisayarlı Muhasebe Dersine Bakış Açılarına İlişkin Bir Araştırma” “[A Research Exploring The Opinions Of Students Taking Accounting Education Regarding Computer Aided Accounting Courses]”. Muhasebe ve Finansman Dergisi [Journal of Accounting and Finance], (29).
- Cohen, L., Manion, L. and K. Morrison. 2007. Research Methods In Education, (6th ed.), New York, NY: Routledge.
- Çukurbaşi, B. and M. Kıyıcı. 2017. “Preservice Teachers’ Views About Flipped Classroom Model”, Journal of Bayburt Education Faculty, 12(23).
- Çürük, T. and Z. Doğan. 2001. “Muhasebe Eğitiminin İşletmelerin Taleplerini Karşılama Düzeyi: Türkiye Örneği” “[The Success Level Of Accounting Education In Meeting The Demands Of Companies: Turkish Case]”, ODTÜ Gelişme Dergisi, [METU Studies in Development], Vol. 28, 3-4.
- Dalci, İ and V. N. Taniş. 2004. “Benefits Of Computerized Accounting Information Systems On The Jit Production Systems”, Journal of Cukurova University Institute of Social Sciences, 13(1).
- Doğan, T. G. 2015. “Sosyal Medyanın Öğrenme Süreçlerinde Kullanımı: Ters-Yüz Edilmiş Öğrenme Yaklaşımına İlişkin Öğrenen Görüşleri” “[Use Of Social Media In Learning Processes: Student Opinions On Flipped Learning Approach]”, Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Journal of Practices and Studies in Distance Education], 1(2).
- Evseeva, A. and A. Solozhenko. 2015. “Use Of Flipped Classroom Technology In Language Learning”, Procedia-Social and Behavioral Sciences, 206, 205-209.
- Gençer, B., Gürbulak, G., N. and T. Adıgüzel. 2014. “Eğitimde Yeni Bir Süreç: Ters-Yüz Sınıf Sistemi” [A New Era In Education: Flipped Classroom System], Uluslararası Öğretmen Eğitimi Konferansı [International Conference on Teacher Education], 5-6.
- Graham, K. 2016. “Techmatters: Let’s Get Interactive, (Videos That Is), With Edpuzzle And Vialogues”, LOEX Quarterly, 43(1), 3.
- Kocabatmaz, H. 2016. “Ters Yüz Sınıf Modeline İlişkin Öğretmen Adayı Görüşleri” [The Ideas Of Pre-Service Teachers Regarding The Flipped Classroom Model]”, Eğitim ve Öğretim Araştırmaları Dergisi [Journal of Research in Education and Teaching], 5(4).
- Lento, C. 2016. “Promoting Active Learning In Introductory Financial Accounting Through The Flipped Classroom Design”, Journal of Applied Research in Higher Education, 8(1), 72-87.
- Lubbe, E. 2016. “Innovative Teaching In Accounting Subjects: Analysis Of The Flipped Classroom”, International Journal of Social Sciences and Humanity Studies, 8(2), 63-74.
- McMillan, J. H. and S. Schumacher. 2014. Research In Education: Evidence-Based Inquiry. Pearson Higher Ed.
- Njie-Carr, V. P., E., Ludeman, M. C., Lee, D., Dordunoo, N. M., Trocky, and Jenkins, L. S. 2017. “An Integrative Review Of Flipped Classroom Teaching Models In Nursing Education”, Journal of Professional Nursing, 33(2), 133-144.
- Nishigawa, K., K., Okura, Y., Suzuki, S., Shigemoto, and O, M. and M. Rodis. 2017. “Comparison Between Flipped Classroom And Team-Based Learning In Fixed Prosthodontic Education”, Journal of Prosthodontic Research, 61(2), 217-222.
- O'Flaherty, J. and C. Phillips. 2015. “The Use Of Flipped Classrooms In Higher Education: A Scoping Review”, The Internet and Higher Education, 25, 85-95.
- Patanwala, A. E., B. L., Erstad and, J. E. Murphy. 2017. “Student Use Of Flipped Classroom Videos In A Therapeutics Course”, Currents in Pharmacy Teaching and Learning, 9(1), 50-54.
- Phillips, C. R. and J. E. Trainor. 2014. “Millennial Students and The Flipped Classroom”, Journal of Business and Educational Leadership, 5(1), 102.
- Sever, G. 2014. “Bireysel Çalgi Keman Derslerinde Çevrilmiş Öğrenme Modelinin Uygulanmasi [An Implementation Of Flipped Learning In Individual Violin Lessons], Eğitimde Nitel Araştırmalar Dergisi, 2(2).
- Tucker, B. 2012. The flipped classroom. Education next, 12(1).
- Turan, Z. and Y. Göktaş. 2015. “Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntimine İlişkin Görüşleri [A New Approach In Higher Education: The Students’ Views On Flipped Classroom Method], Yükseköğretim ve Bilim Dergisi, [Journal of Higher Education and Science], 5(2).
- Yıldırım, A., & Şimşek. 2006. Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods for social sciences]. (5th ed.). Ankara: Seçkin Yayıncılık.
- Yilmaz, R. M. and O. Baydas. 2017. “An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom”, Educational Technology Research and Development, 1-21.
Abstract
Bu çalışmada, bilgisayarlı
muhasebe eğitimi konularından birisi olan "Banka Modülü"nün ters yüz
sınıf yaklaşımı ile işlenmesi sonucu gerçekleşen öğrenci deneyimleri araştırılmıştır.
Çalışmada nitel araştırma yöntemlerinden biri olan basit tanımlayıcı araştırma
yöntemi kullanılmıştır. Örneklem, gündüz veya gece grubunda bilgisayarlı
muhasebe derslerine devam eden 12 öğrenciden oluşmaktadır. Öğrencilerle yüz
yüze görüşmelerden elde edilen veriler, içerik analizi kullanılarak analiz
edilmiştir. Çalışmanın sonuçları, faaliyetlerin sınıf verimliliğini
arttırdığını, zaman kazandıracağını ve öğrencilerin ders içeriğini kendi istedikleri
bir hızda izlemelerine yardımcı olduğunu göstermiştir. Öğrencilerin sınıfa
hazırlanarak gelme nedenleri ise içerik/ teknoloji /yöntemin ilgi uyandırması,
öğretim üyesinin dayattığı yükümlülükler ve ders içeriğini kavrama sorumluluk
duygusu bulunmuştur. Öğrenciler, video kayıtlarının süresini yeterli ve ideal
olarak değerlendirmişler; ancak, bağlantı, video çözünürlüğü veya internet
erişimi ile ilgili sorunlar yaşamışlardır. Son olarak, öğrenciler, ters yüz
sınıf etkinliklerinin diğer derslerde de iyi olabileceğini ifade etmişlerdir.
References
- Bekçi, İ. and İ. Titiz. 2006. “Muhasebe Eğitimi Alan Öğrencilerin Bilgisayarlı Muhasebe Dersine Bakış Açılarına İlişkin Bir Araştırma” “[A Research Exploring The Opinions Of Students Taking Accounting Education Regarding Computer Aided Accounting Courses]”. Muhasebe ve Finansman Dergisi [Journal of Accounting and Finance], (29).
- Cohen, L., Manion, L. and K. Morrison. 2007. Research Methods In Education, (6th ed.), New York, NY: Routledge.
- Çukurbaşi, B. and M. Kıyıcı. 2017. “Preservice Teachers’ Views About Flipped Classroom Model”, Journal of Bayburt Education Faculty, 12(23).
- Çürük, T. and Z. Doğan. 2001. “Muhasebe Eğitiminin İşletmelerin Taleplerini Karşılama Düzeyi: Türkiye Örneği” “[The Success Level Of Accounting Education In Meeting The Demands Of Companies: Turkish Case]”, ODTÜ Gelişme Dergisi, [METU Studies in Development], Vol. 28, 3-4.
- Dalci, İ and V. N. Taniş. 2004. “Benefits Of Computerized Accounting Information Systems On The Jit Production Systems”, Journal of Cukurova University Institute of Social Sciences, 13(1).
- Doğan, T. G. 2015. “Sosyal Medyanın Öğrenme Süreçlerinde Kullanımı: Ters-Yüz Edilmiş Öğrenme Yaklaşımına İlişkin Öğrenen Görüşleri” “[Use Of Social Media In Learning Processes: Student Opinions On Flipped Learning Approach]”, Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Journal of Practices and Studies in Distance Education], 1(2).
- Evseeva, A. and A. Solozhenko. 2015. “Use Of Flipped Classroom Technology In Language Learning”, Procedia-Social and Behavioral Sciences, 206, 205-209.
- Gençer, B., Gürbulak, G., N. and T. Adıgüzel. 2014. “Eğitimde Yeni Bir Süreç: Ters-Yüz Sınıf Sistemi” [A New Era In Education: Flipped Classroom System], Uluslararası Öğretmen Eğitimi Konferansı [International Conference on Teacher Education], 5-6.
- Graham, K. 2016. “Techmatters: Let’s Get Interactive, (Videos That Is), With Edpuzzle And Vialogues”, LOEX Quarterly, 43(1), 3.
- Kocabatmaz, H. 2016. “Ters Yüz Sınıf Modeline İlişkin Öğretmen Adayı Görüşleri” [The Ideas Of Pre-Service Teachers Regarding The Flipped Classroom Model]”, Eğitim ve Öğretim Araştırmaları Dergisi [Journal of Research in Education and Teaching], 5(4).
- Lento, C. 2016. “Promoting Active Learning In Introductory Financial Accounting Through The Flipped Classroom Design”, Journal of Applied Research in Higher Education, 8(1), 72-87.
- Lubbe, E. 2016. “Innovative Teaching In Accounting Subjects: Analysis Of The Flipped Classroom”, International Journal of Social Sciences and Humanity Studies, 8(2), 63-74.
- McMillan, J. H. and S. Schumacher. 2014. Research In Education: Evidence-Based Inquiry. Pearson Higher Ed.
- Njie-Carr, V. P., E., Ludeman, M. C., Lee, D., Dordunoo, N. M., Trocky, and Jenkins, L. S. 2017. “An Integrative Review Of Flipped Classroom Teaching Models In Nursing Education”, Journal of Professional Nursing, 33(2), 133-144.
- Nishigawa, K., K., Okura, Y., Suzuki, S., Shigemoto, and O, M. and M. Rodis. 2017. “Comparison Between Flipped Classroom And Team-Based Learning In Fixed Prosthodontic Education”, Journal of Prosthodontic Research, 61(2), 217-222.
- O'Flaherty, J. and C. Phillips. 2015. “The Use Of Flipped Classrooms In Higher Education: A Scoping Review”, The Internet and Higher Education, 25, 85-95.
- Patanwala, A. E., B. L., Erstad and, J. E. Murphy. 2017. “Student Use Of Flipped Classroom Videos In A Therapeutics Course”, Currents in Pharmacy Teaching and Learning, 9(1), 50-54.
- Phillips, C. R. and J. E. Trainor. 2014. “Millennial Students and The Flipped Classroom”, Journal of Business and Educational Leadership, 5(1), 102.
- Sever, G. 2014. “Bireysel Çalgi Keman Derslerinde Çevrilmiş Öğrenme Modelinin Uygulanmasi [An Implementation Of Flipped Learning In Individual Violin Lessons], Eğitimde Nitel Araştırmalar Dergisi, 2(2).
- Tucker, B. 2012. The flipped classroom. Education next, 12(1).
- Turan, Z. and Y. Göktaş. 2015. “Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntimine İlişkin Görüşleri [A New Approach In Higher Education: The Students’ Views On Flipped Classroom Method], Yükseköğretim ve Bilim Dergisi, [Journal of Higher Education and Science], 5(2).
- Yıldırım, A., & Şimşek. 2006. Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods for social sciences]. (5th ed.). Ankara: Seçkin Yayıncılık.
- Yilmaz, R. M. and O. Baydas. 2017. “An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom”, Educational Technology Research and Development, 1-21.
Details
| Primary Language | English |
|---|---|
| Subjects | Business Administration |
| Journal Section | MAIN SECTION |
| Authors | |
| Publication Date | December 30, 2018 |
| Submission Date | March 6, 2018 |
| Published in Issue | Year 2018 Volume: 20 Issue: 4 |
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