AN EXPERIMENTAL STUDY ON END-OF-PERIOD TRANSACTIONS COURSE WITH A FLIPPED LEARNING MODEL

Fatih Faydalı; Bilal Solak

doi:10.31460/mbdd.934311

Research Article

AN EXPERIMENTAL STUDY ON END-OF-PERIOD TRANSACTIONS COURSE WITH A FLIPPED LEARNING MODEL

Year 2022, Volume: 24 Issue: 3, 558 - 575, 30.09.2022

Fatih Faydalı , Bilal Solak

https://doi.org/10.31460/mbdd.934311

Abstract

Generation Y or the Millennial Youth, the generation most affected by communication technologies, leading to innovations in many areas, from marketing to education. In our study, the flipped education/class model is implemented in the “End-of-period Transactions” course, during the 2019-2020 fall semester. The results show that the average Quiz, Midterm and Final grades of the flipped education/class were higher than those of the control group. The interviews revealed that the most important advantage of this method was the ease of access to the materials and applications, while sparing time to prepare before the lesson was the disadvantage.

Keywords

Flipped Learning Model, End-Of-Period Transactions, Manas University

References

Acar, E., & Köse, Y. (2017). Muhasebe eğitiminde modern yaklaşımlar: ters yüz edilmiş sınıflar ve öğrencilerin yaklaşımı. International Journal of Management Economics and Business, 13(ICMEB17), 1049–1065. https://doi.org/10.17130/ijmeb.2017ICMEB1735887
Aydın, B., & Demı̇rer, V. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: içerik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 57–82. https://doi.org/10.17943/etku.288488
Bergmann, J., & Aaron, S. (2012). How the flipped classroom is radically transforming learning. The Daily Riff. http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically- transforming-learning-536.php
Brown, C.A., Danvers, K., & Doran, D.T. (2016). Student perceptions on using guided reading questions to motivate student reading in the flipped classroom. Accounting Education, 25(3), 256– 271. https://doi.org/10.1080/09639284.2016.1165124
Callahan, C.M., Spiceland, C.P., Spiceland, J.D., & Hairston, S. (2016). Pilot Course: A teaching practicum course as an integral component of an accounting doctoral program. Issues in Accounting Education, 31(2), 191–210. https://doi.org/10.2308/iace-51260
Critz, C.M., & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator, 38(5), 210–213. https://doi.org/10.1097/NNE.0b013e3182a0e56a
Doğan Görü, T. (2015). Sosyal medyanın öğrenme süreçlerinde kullanımı: ters-yüz edilmiş öğrenme yaklaşımına ilişkin öğrenen görüşleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(2), 24–48. https://dergipark.org.tr/en/pub/auad/issue/3029/42080
Gençer, B.G., Gürbulak, N., & Adıgüzel, T. (2014). Eğitimde yeni bir süreç: ters-yüz sınıf sistemi. International Teacher Education Conference, 881-888. https://www.researchgate.net/profile/Tufan-Adiguzel/publication/265557099_A_new_approach_in_learning_and_teaching_The_Flipped_Class room/links/5412af190cf2fa878ad3af6b/A-new-approach-in-learning-and-teaching-The-Flipped- Classroom.pdf
Göğebakan Yildiz, D., Kiyici, G., & Altintaş, G. (2016). Ters-yüz edilmiş sınıf modelinin öğretmen adaylarının erişileri ve görüşleri açısından incelenmesi. Sakarya University Journal of Education, 6(3), 186–200. https://doi.org/10.19126/suje.281368
Hayirsever, F., & Orhan, A. (2018). Ters Yüz edilmiş öğrenme modelinin kuramsal analizi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 572–596. https://doi.org/10.17860/mersinefd.431745
Jamaludin, R., Osman, S.Z.M., Yusoff, W.M.W., & Jasni, N.F.A. (2016). FLIPPED: a case study in fundamental of accounting in Malaysian Polytechnic. Journal of Education and E-Learning Research, 3(1), 23–31. https://doi.org/10.20448/journal.509/2016.3.1/509.1.23.31
Kim, M.K., Kim, S.M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003
Lubbe, E. (2016). Innovative teaching in accounting subjects: analysis of the flipped classroom. International Journall of Social Sciences and Humanity Studies, 8(2), 63-74. https://dergipark.org.tr/en/pub/ijsshs/issue/26212/275975
McMahon, M., & Pospisil, R. (2005). Laptops for a digital lifestyle: millennial students and wireless mobile technologies. 421–431. https://www.researchgate.net/profile/Mark-Mcmahon- 6/publication/49280225_Laptops_for_a_Digital_Lifestyle_Millennial_Students_and_Wireless_Mo bile_Technologies/links/562c707908ae22b17033791d/Laptops-for-a-Digital-Lifestyle-Millennial- Students-and-Wireless-Mobile-Technologies.pdf
Neto, J.D. de O., Gomes, G.deS., & Titton, L.A. (2017). Using technology driven flipped class to promote active learning in accounting. Revista Universo Contabil, 13(1), 49–64. https://doi.org/10.4270/ruc.2017103
Phillips, C.R., & Trainor, J.E. (2014). Millennial students and the flipped classroom. Journal of Business and Educational Leadership, 5(1), 102–112. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.686.5385&rep=rep1&type=pdf#page=103
Roehl, A., Reddy, S.L., & Shannon, G.J. (2013). The flipped classroom: an opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44–49. https://doi.org/10.14307/JFCS105.2.12
Sakar, D., & Sağır Uluçınar, Ş. (2017). Eğitimde ters-yüz çevrilmiş sınıf uygulamaları. International Journal of Social Sciences and Education Research, 3(5), 1904–1916. https://web.archive.org/web/20190501073749id_/https://dergipark.org.tr/download/article- file/357803
Serçemeli, M. (2016). Muhasebe Eğitiminde yeni bir yaklaşım önerisi: ters yüz edilmiş sınıflar. Muhasebe ve Finansman Dergisi, 69, 115–126. https://doi.org/10.25095/mufad.396664
Serçemelı̇, M., Günbaş, N., & Baydaş, Ö. (2019). Using flipped classroom approach in computerized accounting education. Muhasebe Bilim Dünyası Dergisi, 20(4), 980–994. https://doi.org/10.31460/mbdd.402686
Serçemelı̇, M., Kurnaz, E., & Özcan, M. (2015). Y kuşağı öğrencilerinin muhasebe eğitimine bakışı: Atatürk Üniversitesi İİBF’ de bir araştırma. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20(1), 261–276. https://dergipark.org.tr/en/pub/sduiibfd/issue/20812/222621

TERS-YÜZ EDİLMİŞ ÖĞRENME MODELİ İLE DÖNEM SONU İŞLEMLERİ DERSİ ÜZERİNE DENEYSEL BİR ÇALIŞMA

Year 2022, Volume: 24 Issue: 3, 558 - 575, 30.09.2022

Fatih Faydalı , Bilal Solak

https://doi.org/10.31460/mbdd.934311

Abstract

Y kuşağı veya bazı literatürde milenyum gençliği olarak adlandırılan kuşak iletişim teknolojilerinden en fazla etkilenen kuşak olma niteliğindedir. Bu durum, pazarlamadan eğitime birçok alanda yenilikleri zorunlu kılmıştır. Milenyum gençliğine yönelik birçok eğitim modeli uygulanmaya başlanmıştır. Çalışmamızda, 2019-2020 güz döneminde, Dönem Sonu İşlemleri dersi alan işletme bölümü öğrencilerine, ters-yüz edilmiş eğitim/sınıf modeli deneysel olarak uygulanmıştır. Çalışmanın sonucunda, ters-yüz edilmiş eğitim/sınıf modelinin uygulandığı deney grubunun kısa sınav, Vize ve Final ortalamalarının kontrol grubundaki öğrencilerden yüksek olduğu tespit edilmiştir. Yapılan mülakatlar sonucunda, öğrenciler materyallere ulaşmanın sürekli mümkün olmasını bu yöntemin en önemli avantajı dersten önce hazırlık yapmak için vakit ayırmanın ise yöntemin dezavantajı olarak değerlendirmişlerdir.

Keywords

Ters-Yüz Edilmiş Öğrenme Modeli, Dönem Sonu İşlemleri, Manas Üniversitesi

References

Acar, E., & Köse, Y. (2017). Muhasebe eğitiminde modern yaklaşımlar: ters yüz edilmiş sınıflar ve öğrencilerin yaklaşımı. International Journal of Management Economics and Business, 13(ICMEB17), 1049–1065. https://doi.org/10.17130/ijmeb.2017ICMEB1735887
Aydın, B., & Demı̇rer, V. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: içerik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 57–82. https://doi.org/10.17943/etku.288488
Bergmann, J., & Aaron, S. (2012). How the flipped classroom is radically transforming learning. The Daily Riff. http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically- transforming-learning-536.php
Brown, C.A., Danvers, K., & Doran, D.T. (2016). Student perceptions on using guided reading questions to motivate student reading in the flipped classroom. Accounting Education, 25(3), 256– 271. https://doi.org/10.1080/09639284.2016.1165124
Callahan, C.M., Spiceland, C.P., Spiceland, J.D., & Hairston, S. (2016). Pilot Course: A teaching practicum course as an integral component of an accounting doctoral program. Issues in Accounting Education, 31(2), 191–210. https://doi.org/10.2308/iace-51260
Critz, C.M., & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator, 38(5), 210–213. https://doi.org/10.1097/NNE.0b013e3182a0e56a
Doğan Görü, T. (2015). Sosyal medyanın öğrenme süreçlerinde kullanımı: ters-yüz edilmiş öğrenme yaklaşımına ilişkin öğrenen görüşleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(2), 24–48. https://dergipark.org.tr/en/pub/auad/issue/3029/42080
Gençer, B.G., Gürbulak, N., & Adıgüzel, T. (2014). Eğitimde yeni bir süreç: ters-yüz sınıf sistemi. International Teacher Education Conference, 881-888. https://www.researchgate.net/profile/Tufan-Adiguzel/publication/265557099_A_new_approach_in_learning_and_teaching_The_Flipped_Class room/links/5412af190cf2fa878ad3af6b/A-new-approach-in-learning-and-teaching-The-Flipped- Classroom.pdf
Göğebakan Yildiz, D., Kiyici, G., & Altintaş, G. (2016). Ters-yüz edilmiş sınıf modelinin öğretmen adaylarının erişileri ve görüşleri açısından incelenmesi. Sakarya University Journal of Education, 6(3), 186–200. https://doi.org/10.19126/suje.281368
Hayirsever, F., & Orhan, A. (2018). Ters Yüz edilmiş öğrenme modelinin kuramsal analizi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 572–596. https://doi.org/10.17860/mersinefd.431745
Jamaludin, R., Osman, S.Z.M., Yusoff, W.M.W., & Jasni, N.F.A. (2016). FLIPPED: a case study in fundamental of accounting in Malaysian Polytechnic. Journal of Education and E-Learning Research, 3(1), 23–31. https://doi.org/10.20448/journal.509/2016.3.1/509.1.23.31
Kim, M.K., Kim, S.M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003
Lubbe, E. (2016). Innovative teaching in accounting subjects: analysis of the flipped classroom. International Journall of Social Sciences and Humanity Studies, 8(2), 63-74. https://dergipark.org.tr/en/pub/ijsshs/issue/26212/275975
McMahon, M., & Pospisil, R. (2005). Laptops for a digital lifestyle: millennial students and wireless mobile technologies. 421–431. https://www.researchgate.net/profile/Mark-Mcmahon- 6/publication/49280225_Laptops_for_a_Digital_Lifestyle_Millennial_Students_and_Wireless_Mo bile_Technologies/links/562c707908ae22b17033791d/Laptops-for-a-Digital-Lifestyle-Millennial- Students-and-Wireless-Mobile-Technologies.pdf
Neto, J.D. de O., Gomes, G.deS., & Titton, L.A. (2017). Using technology driven flipped class to promote active learning in accounting. Revista Universo Contabil, 13(1), 49–64. https://doi.org/10.4270/ruc.2017103
Phillips, C.R., & Trainor, J.E. (2014). Millennial students and the flipped classroom. Journal of Business and Educational Leadership, 5(1), 102–112. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.686.5385&rep=rep1&type=pdf#page=103
Roehl, A., Reddy, S.L., & Shannon, G.J. (2013). The flipped classroom: an opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44–49. https://doi.org/10.14307/JFCS105.2.12
Sakar, D., & Sağır Uluçınar, Ş. (2017). Eğitimde ters-yüz çevrilmiş sınıf uygulamaları. International Journal of Social Sciences and Education Research, 3(5), 1904–1916. https://web.archive.org/web/20190501073749id_/https://dergipark.org.tr/download/article- file/357803
Serçemeli, M. (2016). Muhasebe Eğitiminde yeni bir yaklaşım önerisi: ters yüz edilmiş sınıflar. Muhasebe ve Finansman Dergisi, 69, 115–126. https://doi.org/10.25095/mufad.396664
Serçemelı̇, M., Günbaş, N., & Baydaş, Ö. (2019). Using flipped classroom approach in computerized accounting education. Muhasebe Bilim Dünyası Dergisi, 20(4), 980–994. https://doi.org/10.31460/mbdd.402686
Serçemelı̇, M., Kurnaz, E., & Özcan, M. (2015). Y kuşağı öğrencilerinin muhasebe eğitimine bakışı: Atatürk Üniversitesi İİBF’ de bir araştırma. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20(1), 261–276. https://dergipark.org.tr/en/pub/sduiibfd/issue/20812/222621

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Details

Primary Language	English
Subjects	Business Administration
Journal Section	MAIN SECTION
Authors	Fatih Faydalı 0000-0002-0072-5269 Bilal Solak 0000-0002-7804-2038
Early Pub Date	September 21, 2022
Publication Date	September 30, 2022
Submission Date	May 7, 2021
Published in Issue	Year 2022 Volume: 24 Issue: 3

Cite

APA	Faydalı, F., & Solak, B. (2022). AN EXPERIMENTAL STUDY ON END-OF-PERIOD TRANSACTIONS COURSE WITH A FLIPPED LEARNING MODEL. Muhasebe Bilim Dünyası Dergisi, 24(3), 558-575. https://doi.org/10.31460/mbdd.934311

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