Flipped Classroom Learning Model and Its Availability in Turkish Education

AKIN, Erhan

doi:10.11114/jets.v4i11.1825

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…The flourishing of education system is not possible without high performing and devoted teachers (Nazir & Islam, 2017). According to Akin (2016) the prestige of educational institutes is strongly associated with performance of teaching staff. The low performance of teaching staff will ultimately affect…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of Teachers’ Performance Appraisal Scale (TPAS) for Public Primary Schools of Punjab

Hyder¹,

Farooq²

2022

IRJEI

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The purpose of research in hand was to develop and validate Teachers’ Performance Appraisal Scale (TPAS) to appraise the performance of public primary school teachers of Punjab (Pakistan). The five distinctive dimensions of performance through TPAS were teaching-learning, classroom management, assessment, teacher-student relationship and staff collaboration. Data were collected from 1080 male and female public primary school teachers from nine districts with low, average and high school performance. The experts’ opinion was also incorporated in order to enhance content validity of TPAS. The reliability coefficient of TPAS was observed as (α=.915). The current TPAS comprised on 28 statements. Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA) were also carried out. The factor loading of all factors and items were above the threshold value 0.50. The findings of said research indicate that current TPAS is valid and capable in order to appraise performance of public primary school teachers. It is recommended that TPAS may be used by the authorities for teachers' appraisal for the improvement of quality of teaching and learning in primary schools.

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Section: Introductionmentioning

confidence: 99%

Development and Validation of Teachers’ Performance Appraisal Scale (TPAS) for Public Primary Schools of Punjab

Hyder¹,

Farooq²

2022

IRJEI

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“…Also, researcher called this educational setting such as; "flipped classroom strategy" (Kong, 2015), "flipped classroom learning model" (Akın, 2016), "instructional model" (McLean, Attardi, Faden, & Goldszmidt, 2016;Wang, X., Wang, J. P., Wen, Wang, J., & Tao, 2016). Flipped classroom is an active, learner-centered teaching model which is designed to improve students' performance (Aşıksoy & Özdamlı, 2016;Srivastava, 2014).…”

Section: The Flipped Classroom In Practicementioning

confidence: 99%

Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education

Özkan¹

2017

HES

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Usage of technology in educational settings is becoming a standard for 21st century's learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching.This paper aimed to explore usability of flipped classroom in higher education from the perspective of students' experience. The study participants are undergraduate students who are enrolled department of primary education in faculty of education. In study used a mixed-method to answer research questions. Students were post tested on usage of flipped classroom model in the frame of instructional materials attitude. And, focus group interview used to get students' perceptions. One of the more significant findings to emerge from this study is that students' attitude toward the flipped classroom were positive. The second major finding was that flipped classroom model is effective on: (1) Instruction and learning environment, (2) Individual changes.

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Flipped Classroom: Sekolah Tanpa Pekerjaan Rumah

Mujiono

2021

Teknodik

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ABSTRAK: Pekerjaan rumah yang dibawa pulang para siswa selama ini masih berupa soal-soal akademik. Sesampainya di rumah, tidak sedikit siswa merasa kesulitan mengerjakan pekerjaan rumah tersebut. Minimnya waktu belajar di sekolah, keadaan orang tua yang kadang disibukkan dengan pekerjaan, dan ketidakpahaman siswa atas konten atau materi pelajaran menjadi persoalan-persoalan yang dihadapi siswa. Meskipun pemerintah menganjurkan untuk tidak membebankan pekerjaan rumah kepada siswa, kenyataan di lapangan guruguru masih memberikan soal-soal akademik sebagai tugas yang harus dikerjakan siswa selama berada di rumah. Sudah seharusnya guru-guru mempertimbangkan bahwa setiap siswa merupakan pribadi yang unik dengan beragam karakter dan kemampuan. Masing-masing siswa memiliki kecepatan belajar yang berbeda-beda, sehingga tidak cukup bila hanya mengandalkan waktu belajar di dalam kelas. Perlu kiranya guru-guru mengembangkan dan menggunakan model-model pembelajaran yang inovatif, untuk mengakomodasi beragam karakter dan kemampuan masing-masing siswa. Tujuan penelitian ini adalah untuk memberikan alternatif model pembelajaran yang tidak membebankan pekerjaan rumah kepada siswa. Melalui model Flipped Classroom, pembelajaran dilakukan dengan cara membalik apa yang secara tradisional dikerjakan di dalam kelas, diubah untuk dikerjakan di rumah, dan yang secara tradisional dikerjakan di rumah sebagai pekerjaan rumah diubah untuk diselesaikan di dalam kelas. Kata Kunci: Flipped Classroom, sekolah tanpa pekerjaan rumah, pekerjaan rumah.

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Flipped Classroom Learning Model and Its Availability in Turkish Education

Abstract: Technological rescuing educ our study, is t without depen particularly fo language skill use of the pra Classroom an model was bro emphasis was were made.

Cited by 3 publications

References 8 publications

Development and Validation of Teachers’ Performance Appraisal Scale (TPAS) for Public Primary Schools of Punjab

Development and Validation of Teachers’ Performance Appraisal Scale (TPAS) for Public Primary Schools of Punjab

Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education

Flipped Classroom: Sekolah Tanpa Pekerjaan Rumah

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