The application of flipped classroom in pediatric physical therapy

Chu, L.; Sun, Shunli

doi:10.1016/j.physio.2015.03.433

Cited by 5 publications

(8 citation statements)

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“…It was found that students accept their own learning responsibilities with the FCM, attend to the lesson more, and participate effectively in the activities/practices during the lesson (Akgun, 2015;Bergmann & Sams, 2012;Staker & Horn, 2012;Tucker, 2012). In addition, in this model, when differences arising from the differing learning speeds of the students are taken into account, it has been determined by different studies conducted on the FCM that equal opportunities are offered in education, and interactive and cooperative learning environments are created (Chen et al, 2014;Chu & Sun, 2015;Halili & Zainuddin, 2015;Rutkowski & Moscinska, 2013;Yavuz, 2016). In addition, it has been found in some studies that the model allows the creation of permanent learning outcomes by enabling the use of rich and accessible materials Mason et al, 2013;Turan, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Characteristics such as ensuring students coming to class are prepared in advance, allow interactive and practice-oriented learning, increase teacher-student interaction, allow the active participation of students in the lesson, provide opportunities for teacher guidance, contribute to the development of the self-regulation and self-efficacy of students, and can be seen as the positive aspects of FCM (Bishop & Verleger, 2013;Bosner et al, 2015;Enfield, 2012;Halili & Zainuddin, 2015;Rutkowski & Moscinska, 2013;Sirakaya, 2015;Talan & Gulsecen, 2018). In addition, supporting individual and self-learning at the student's own pace, creating time for active learning activities, encouraging the learner to take responsibility for his/her own learning, allowing collaboration, question-answer and discussion activities, can all be expressed as the other positive aspects of the model (Bergmann & Sams, 2012;Bishop & Verleger, 2013;Chen et al, 2014;Chu & Sun, 2015). In addition, this model allows the use of rich and accessible materials, and enables the creation of permanent learning outcomes (Mason et al, 2013;Turan, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the Flipped Classroom Model Through the Multi-Complementary Approach

Talan

2020

Turkish Online Journal of Distance Education

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This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating the Flipped Classroom Model Through the Multi-Complementary Approach

Talan

2020

Turkish Online Journal of Distance Education

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“…Most learners find the flipped classroom model effective and state that they would prefer this model in their further studies (See & Conry, 2014). The flipped classroom model increases the area knowledge of the learners (Goru Doğan, 2015) and learners' success (Baepler, Walker & Driessen, 2014;Chen, She, Kameda & Ohno, 2014;Chu & Sun, 2015;Ford, 2014;Kong, 2014;Liebert, Lin, Mazer, Berekneyei & Lau, 2015;Mason, et.al., 2013;Mclaughlin & Rhoney, 2015;Turan, 2015). Learners actively take part in the process and their participation to the lessons increases (Chu & Sun, 2015;Kakosimos, 2015;Nicolossi, 2014;Roach, 2014).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

Özkurkudis

Bümen

2019

Journal of Education and Future

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An action research study was carried out in the preparatory programme of a foundation university to examine student performance in terms of grammar taught in the writing lessons, and as an alternative method, the flipped classroom model was applied to a group of participants who learned theoretical knowledge through videos on the learning management system. The study lasted seven weeks and during the process, students' performance was noted with the help of a checklist. The experimental design with the pre-testpost-test control group and the semistructured interview technique was applied. The students (n=30) were asked to write an essay during the pre-test and post-test. These essays were assessed by three different teachers (the Gcoefficient was found as .841) who used a pre-prepared rubric by the researchers. Findings indicate that the achievement of the experimental group, where the flipped classroom method was applied, was significantly higher than the control group. Students expressed positive views about the flipped classroom model during the interviews. Education performed using the flipped classroom model was considered time-saving, provided an opportunity for practice, was easily accessible; and distance education through videos was well-received by students.

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“…Öğrenenler süreçte etkin rol almış ve derse katılımları artmıştır (Chen, vd., 2014;Chu ve Sun, 2015;Kakasizmos, 2015;Nicolossi, 2014;Roach, 2014). Ayrıca dönüştürülmüş sınıflar, öğrenenin performans kaygısını azaltarak, dersin daha verimli hale gelmesini sağlamıştır (Sever, 2014).…”

Section: B) öğRenciunclassified

“…Ayrıca öğrenme sürecinde, öğrenenler çevrimiçi araçlar sayesinde bağımsız ve esnek hareket edebilmektedirler. Öğrenen, kendi öğrenme sorumluluğunu alarak süreçte aktif ve işbirlikli uygulamalar yapabilmektedir (Chen vd., 2014;Chu ve Sun, 2015;Kakasizmos, 2015;Nicolossi, 2014). Öğrencilerden beklentilerin farklılaşması, öğrencilerin bu yeni yaklaşımı kabullenmelerini olumsuz etkileyerek, süreçten uzaklaşmalarına neden olabilir.…”

Section: Tartişma Ve Sonuçlarunclassified

Dönüştürülmüş Sinif Uygulamalarinin Alanyazina Dayali İncelenmesi̇

Yildiz¹,

Sarsar²,

Çobanoğlu³

2017

Elektronik Sosyal Bilimler Dergisi

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ÖzDönüştürülmüş sınıf ya da ters yüz sınıf, sınıf içi ve sınıf dışı etkinliklerin yerini değiştiren, özellikle 2000'li yıllarda adından söz ettiren bir öğrenme yaklaşımıdır. Bu yaklaşımda, öğrenenler ders içeriğini sınıf dışında öğrenmeye, sınıf içinde ise daha fazla uygulama yapmaya yönlendirilmektedir. Çalışmanın amacı; alanyazına dayalı olarak dönüştürülmüş sınıf yaklaşımını tanımlar, araştırma yöntemleri ve araştırma sonuçları açısından ele alarak, bu yaklaşımın öğrenme ve öğretme sürecine getirdiği olumlu, olumsuz ve sınırlı yönleri incelemektir. Çalışma, yöntemsel olarak Türkiye'de ve yurtdışında 2011-2016 yılları arası yayımlanmış 40 çalışmayı inceleyen bir literatür taraması niteliğindedir. Doküman incelemesi yoluyla edinilen bulguların, öğretmenlere, uygulayıcılara ve araştırmacılara dönüştürülmüş sınıfların niteliği ve etkililiği konusunda fikir vereceği düşünülmektedir. Anahtar Kelimeler: Dönüştürülmüş sınıf, çevrilmiş sınıf, ters yüz sınıf, literatür taraması AbstractFlipped classroom or inverted classroom is a popular learning approach especially in 2000s which replaces indoor and outdoor classroom activities. In this approach, the learners are guided to learn content of the course outside the classroom and make more practices in the classroom. The aim of the study is to investigate advantages, disadvantages and limitations which flipped classroom learning approach brings to learning and teaching process by examining flipped classroom studies in terms of definitions, research methodologies and results. Present study is a literature review which investigates 40 publications in 2011-2016 from Turkey and abroad. The findings which are obtained through document analysis, are considered to advice teachers, practitioners and researchers about quality and effectiveness of flipped classrooms.

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The application of flipped classroom in pediatric physical therapy

Cited by 5 publications

References 0 publications

Evaluating the Flipped Classroom Model Through the Multi-Complementary Approach

Evaluating the Flipped Classroom Model Through the Multi-Complementary Approach

Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

Dönüştürülmüş Sinif Uygulamalarinin Alanyazina Dayali İncelenmesi̇

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