The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels

Karabatak, Songül; Polat, Hakan

doi:10.1007/s10639-019-09985-1

Cited by 39 publications

(24 citation statements)

References 26 publications

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“…When the field is examined, the flipped class model in national and international studies increases the academic achievements of learners in many fields such as foreign languages, mathematics, social sciences, health sciences, and science (AlJaser, 2017;Alsancak Sırakaya & Özdemir, 2018;Aydin, 2016;Çakır & Yaman, 2018;Elian & Hamaidi, 2018;Hung, 2015;Kara & Gürpınar, 2018;Karabatak & Polat, 2019;Morgan, Nayci, Tireless, & Demirhan İşcan, 2017;Söğüt, 2019;Yestrebsky, 2015), attitudes towards the course (Gökdemir & Gazel, 2019;Kozikoğlu & Camuşcu, 2019) and their motivations (Alsancak Sırakaya, 2018;Aydın, 2016;Karabatak & Polat, 2019;Olakanmi, 2017;Şenel & Kahramanoğlu, 2018) in a positive way. In addition to studies on academic success, attitude, and motivation, it is seen that the number of studies that systematically reveal the research in this field and explain the subject trends is limited (O'Flaherty & Phillips, 2015;Aydın & Demirer, 2017;Özbay & Sarıca, 2019;Talan & Batdı, 2020;Yıldız, Sarsar & Çobanoğlu, 2017).…”

Section: Purpose and Importance Of Researchmentioning

confidence: 99%

Meta-Thematic Analysis of Flipped Classroom Applications

Başaran

2021

EJES

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The aim of this study is to determine the effectiveness of the flipped classroom, which is one of the activities and student-centered models, on the cognitive, affective, and social dimensions of students by making a meta-thematic analysis of qualitative studies. In the screening carried out by considering these criteria, 683 studies were reached, and 71 studies were analyzed according to the content analysis technique due to various eliminations. It is found that the flipped classroom model increases academic success by facilitating effective learning; it has been concluded that it increases the learning motivation and reduces the stress of not learning by encouraging them to engage in learning processes. Article visualizations:<img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" />

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Section: Purpose and Importance Of Researchmentioning

confidence: 99%

Meta-Thematic Analysis of Flipped Classroom Applications

Başaran

2021

EJES

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“…Variations of the definition insist on the inclusion of technology e.g., Chan, Lam, and Foo Ng (2018): "Flipped classroom is a technology-supported pedagogical innovation ...". Karabatak and Polat (2019) define a flipped classroom as a blended learning approach where learners access content outside school with the help of asynchronous resources (module videos and articles, various electronic data sources, images and presentations. Kay, MacDonald and DiGiuseppe (2019) define a flipped classroom as learners being given multimedia videos before class and that class-time is used for differentiated instruction where students "complete learning exercises during class, with the instructor acting as coach, mentor, or guide".…”

Section: What Is a Flipped Classroom?mentioning

confidence: 99%

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

Gerber

Eybers

2021

SAJHE

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The global Covid-19 pandemic caused havoc in higher education teaching routines and several residential institutions encouraged instructors to convert existing modules to flipped classrooms as part of an online, blended learning strategy. Even though this seems a reasonable request, instructors straightaway encountered challenges which include a vague concept of what an online flipped classroom entails within a higher education context, a lack of guidelines for converting an existing module, facilitating learner engagement as well as unique challenges for inclusion of all learners in a digitally divided developing country in Covid-19 lockdown. In order to respond, we embarked on a study to identify the distinguishing characteristics of flipped classrooms to understand the as-is and to-be scenarios using a systematic literature review. The characteristics were used to develop of design considerations to convert to an online flipped classroom for higher education taking our diverse learner profiles into account. We subsequently converted a short module in an information systems department and shortly report on our experience.

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“…Instrumen ketiga adalah borang soal-selidik yang dibina berpandukan Model Motivasi ARCS. Model ini merupakan model instruksi khusus untuk menganalisis motivasi yang melibatkan empat skala iaitu perhatian (attention), relevan (relevance), keyakinan (confidence) dan kepuasan (satisfaction) (Karabatak & Polat, 2019). Borang soal-selidik kajian ini mengandungi persoalan berkaitan dengan empat skala Model Motivasi ARCS berkenaan dan turut melalui proses kesahan kandungan oleh tiga orang pakar yang dilantik.…”

Section: Instrumen Kajianunclassified

Effectiveness of Indian Folklore Animation on Motivation Among Year Five Pupils in Kulim District

Suparmaniam

Yatim

2020

IJMOE

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The article discusses a study to measure the effectiveness of Indian Folklore Animation among Year Five SJK(T) pupils in the Kulim district. The study uses qualitative data for exploring twelve principles of animation and quantitative data for the research methodology approach. For qualitative data, ten animators were selected to analyse the twelve principles of animation in three series of selected Indian Folklore Animation using an animation principles checklist. For quantitative data, a pre-test post-test experimental design was used to measure the effectiveness of Indian Folklore Animation using a questionnaire. The questionnaire consists of four scales of Keller’s ARCS Model of Motivation. A total of 108 pupils from three schools was selected as respondents and were assigned into two groups (treatment and control group) consisted of 54 pupils each. Data collected were analysed using descriptive and inference statistics to answer the listed research objectives. Findings show that there are significant differences in mean scores for pre-test and post-test to show that the Indian Folklore gave motivational effects to the pupils. This implies that Indian Folklore Animation could be developed for Indian Folklore appreciations and for fostering good moral values through animation.

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The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels

Cited by 39 publications

References 26 publications

Meta-Thematic Analysis of Flipped Classroom Applications

Meta-Thematic Analysis of Flipped Classroom Applications

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

Effectiveness of Indian Folklore Animation on Motivation Among Year Five Pupils in Kulim District

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