During and After the Pandemic: Online Learning Readiness in Flipped Classroom Approaches

Ulaş İlic

Makale detayları

During and After the Pandemic: Online Learning Readiness in Flipped Classroom Approaches

Yazarlar:

Ulaş İlic

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Yükseköğretim ve Bilim Dergisi Vol.13 Issue 3, pp.380-389

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001309191

pISSN:

2146-5959

Anahtar kelimeler:

Özet:

 The manifestation of the alterations witnessed across various domains consequent to the pandemic took shape as remote instruction within the realm of education. In this process, mostly the flipped learning model was adopted. This approach was implemented during the pandemic, when education was purely online, and after face to face education was reinitiated. However, learners readiness in learning environments has not been adequately researched. Hence, it was aimed to scrutinize the learner readiness in the flipped learning model in both online and blended instruction systems. The time-series method was utilized in the research. The study sample was assigned with the criterion sampling method. The study group included 51 pre-service teachers. The data were gathered at the start and end of the 2020 fall term and the end of the 2021 fall semester. Findings demonstrated that readiness, learner-control, internet self-efficacy and online communication self-efficacy levels of the students were similar. Notably, computer self-efficacy and motivation scores exhibited increments. On the other hand, it was found that the self-directed learning and ease of use parameters exhibited decreases. It was revealed that the ease of use decreased over time. The study findings would raise the understanding the learner readiness within the framework of flipped learning, both in fully online and blended formats, thereby enriching the educational discourse.

 The manifestation of the alterations witnessed across various domains consequent to the pandemic took shape as remote instruction within the realm of education. In this process, mostly the flipped learning model was adopted. This approach was implemented during the pandemic, when education was purely online, and after face to face education was reinitiated. However, learners readiness in learning environments has not been adequately researched. Hence, it was aimed to scrutinize the learner readiness in the flipped learning model in both online and blended instruction systems. The time-series method was utilized in the research. The study sample was assigned with the criterion sampling method. The study group included 51 pre-service teachers. The data were gathered at the start and end of the 2020 fall term and the end of the 2021 fall semester. Findings demonstrated that readiness, learner-control, internet self-efficacy and online communication self-efficacy levels of the students were similar. Notably, computer self-efficacy and motivation scores exhibited increments. On the other hand, it was found that the self-directed learning and ease of use parameters exhibited decreases. It was revealed that the ease of use decreased over time. The study findings would raise the understanding the learner readiness within the framework of flipped learning, both in fully online and blended formats, thereby enriching the educational discourse.

 The manifestation of the alterations witnessed across various domains consequent to the pandemic took shape as remote instruction within the realm of education. In this process, mostly the flipped learning model was adopted. This approach was implemented during the pandemic, when education was purely online, and after face to face education was reinitiated. However, learners readiness in learning environments has not been adequately researched. Hence, it was aimed to scrutinize the learner readiness in the flipped learning model in both online and blended instruction systems. The time-series method was utilized in the research. The study sample was assigned with the criterion sampling method. The study group included 51 pre-service teachers. The data were gathered at the start and end of the 2020 fall term and the end of the 2021 fall semester. Findings demonstrated that readiness, learner-control, internet self-efficacy and online communication self-efficacy levels of the students were similar. Notably, computer self-efficacy and motivation scores exhibited increments. On the other hand, it was found that the self-directed learning and ease of use parameters exhibited decreases. It was revealed that the ease of use decreased over time. The study findings would raise the understanding the learner readiness within the framework of flipped learning, both in fully online and blended formats, thereby enriching the educational discourse.

 Pandemi nedeniyle her alanda gözlenen değişimin eğitime yansıması uzaktan eğitim şeklinde olmuştur. Bu süreçte çoğunlukla ters yüz edilmiş öğrenme modeli benimsenmiştir. Söz konusu yaklaşım, eğitimin tamamen çevrimiçi olduğu pandemi döneminde ve yüz yüze eğitimin yeniden başlamasından sonra uygulanmıştır. Ancak öğrenenlerin ilgili öğrenme ortamlarında hazır bulunuşlukları yeterince araştırılmamıştır. Bu nedenle çalışmada hem çevrimiçi hem de harmanlanmış öğretim sistemlerinde ters-yüz öğrenme modelinde öğrenen hazır bulunuşluğunun irdelenmesi amaçlanmıştır. Araştırmada zaman serisi yöntemi kullanılmıştır. Araştırmanın örneklemi, ölçüt örnekleme yöntemi ile belirlenmiştir. Çalışma grubunu 51 öğretmen adayı oluşturmuştur. Veriler 2020 güz dönemi başı ve sonu ile 2021 güz dönemi sonunda toplanmıştır. Bulgular, öğrencilerin hazır bulunuşluk, öğrenen kontrolü, internet öz yeterliği ve çevrimiçi iletişim öz yeterlik düzeylerinin benzer olduğunu göstermiştir. Bilgisayar öz yeterliliği ve motivasyon puanları ise artış göstermiştir. Öte yandan, özyönetimli öğrenme ve kullanım kolaylığı parametrelerinin azaldığı belirlenmiştir. Bunun yanı sıra, kullanım kolaylığının zamanla azalım gösterdiği bulunmuştur. Çalışma bulgularının, tamamen çevrimiçi ve daha sonra harmanlanmış bir yaklaşımla yürütülen ters-yüz öğrenmede öğrenen hazır bulunuşluğunun anlaşılmasına katkı sunacağı düşünülmektedir.

Makale detayları

During and After the Pandemic: Online Learning Readiness in Flipped Classroom Approaches

Yazarlar:

Ulaş İlic

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Yükseköğretim ve Bilim Dergisi Vol.13 Issue 3, pp.380-389

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001309191

pISSN:

2146-5959

Flipped classroom

online learning readiness

pandemic

blended instructionTers-yüz sınıf

çevrimiçi öğrenme hazır bulunuşluğu

pandemi

harmanlanmış öğretim

Sayı

Makale detayları

Yazarlar: Ulaş İlic

Yayıncı: Zonguldak Bulent Ecevit University

Ana Başlıklar: Alan Eğitimleri

Dergi: Yükseköğretim ve Bilim Dergisi Vol.13 Issue 3, pp.380-389

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001309191

pISSN: 2146-5959

Sayı

Yazarlar:

Ulaş İlic

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Yükseköğretim ve Bilim Dergisi Vol.13 Issue 3, pp.380-389

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001309191

pISSN:

2146-5959