You are here

Ters Yüz Sınıf

Flipped Classroom

Journal Name:

Publication Year:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The flipped classroom is an educational strategy the has had much recent coverage in the literature. The flipped classroom describes an approach whereby course material is first presented to the students prior class, usually via online learning management systems. Classtime is then used for learning-centered activities that built on the preclass work, rather than the tradional instructor-led lecture sessions. This type of instruction enables the educater to be with students when they are engaging in higher levels of Bloom’s taxonomy, such as application, analysis, and synthesis. One of the main advantages proposed for the flipped classroom is that it creates opportunities for individualized education. Also, flipped classroom model improved student-teacher interactions and oppotunities for real-time feedback. In research studies, It was shown that students always preferred flipped classroom to traditional classroom. In recent years, flipped classroom model has been expanded in a wide variety of educational settings, including medical education. This article reviews all aspects (from history to research results) of flipped classroom model.
Abstract (Original Language): 
Ters yüz sınıf uygulaması alan yazında gittikçe daha çok yer bulan bir eğitsel stratejidir. Ters yüz sınıf ders içeriğinin öğrenciye sınıfa gelmeden ince genelde öğrenim yönetim sistemi aracılığıyla çevrim içi olarak sunulmasıyla başlayan bir yaklaşımdır. Sınıf içi zamanda ise geleneksel eğitici merkezli konferans dersler yerine, öğrencinin sınıf öncesi öğrendiklerini kullanacağı öğrenci merkezli aktiviteler yapılır. Bu şekilde bir yapılanma eğiticinin öğrenciyle birlikte Bloom taksonomisinde üst seviyelerde yer alan uygulama, analiz ve değerlendirme gibi daha üst basamaklarda yer alan etkinlikler yapmasına olanak sağlar. Bireyselleştirilmiş öğrenme fırsatları yaratması ters yüz sınıfın en önemli avantajlarından birisi olarak öne sürülmüştür. Yine ters yüz sınıf uygulaması öğrenci eğitici iletişimi artırır ve anında geri bildirim fırsatları yaratır. Araştırmalarda görülmektedir ki, öğrenciler ters yüz sınıf uygulamasını her zaman geleneksel sınıf uygulamasına göre daha çok tercih etmişlerdir. Son yıllarda ters yüz sınıf uygulaması tıp eğitimini de içerecek şekilde giderek daha da yaygınlaşmaktadır. Bu makalede ters yüz sınıfın tüm yönleri (tarihinden araştırma sonuçlarına) derlenmiştir.

REFERENCES

References: 

1. Bergmann J, Sams A. In Flip your classroom;
Reach every student, in every class, every day.
ISTE Washington USA, 2012.
2. Gençer BG, Gürbulak N, Adıgüzel T.
Eğitimde Yeni Bir Süreç: Ters-Yüz Sınıf Sistemi
International Teacher Education Conference
2014, İstanbul
3. Abeysekera L, Dawson P. Motivation
and cognitive load in the flipped classroom:
definition, rationale and a call for research
HERD 2015;34:1-14
4. Tan E, Brainard A, Larkin GL. Acceptability
of the flipped classroom approach for in-house
teaching in emergency medicine. Emerg Med
Australas. 2015; 27: 453-9.
5. Bösner S, Pickert J, Stibane T. Teaching
differential diagnosis in primary care using
an inverted classroom approach: student
satisfaction and gain in skills and knowledge.
BMC Med Educ. 2015; 1;15: 63.
6. Gillois P, Bosson JL, Genty C, Vuillez JP,
Romanet JP. The impacts of blended learning
design in first year medical studies.Stud Health
Technol Inform. 2015; 210: 607-611.
7. Lage MJ, Glenn JP, Treglia M. Inverting
classroom: A gateway to creating an inclusive
learning enviroment J of Economic Education
2000;1;30-43
8. Galway LP, Corbett KK, Takaro TK, Tairyan
K, Frank E. A novel integration of online and
flipped classroom instructional models in public
health higher education. BMC Med Educ. 2014;
14: 181.
9. Critz CM, Knight D. Using the flipped
classroom in graduate nursing education. Nurse
Educ. 2013;38: 210-3.
10. Schlairet MC, Green R, Benton MJ.
The flipped classroom: strategies for an
undergraduate nursing course. Nurse Educ.
2014; 39: 321-5.
11. Wong TH, Ip EJ, Lopes I, Rajagopalan
V. Pharmacy students’ performance and
perceptions in a flipped teaching pilot on cardiac
arrhythmias.Am J Pharm Educ. 2014; 78:185.
12. Moraros J, Islam A, Yu S, Banow R,
Tıp Eğitimi Dünyası / Ocak-Nisan 2016 / Sayı 45 24
Schindelka B. Flipping for success: evaluating
the effectiveness of a novel teaching approach in
a graduate level setting. BMC Med Educ. 2015;
28; 15:27.
13. Phillips CR, Trainor JE. Millennial students
and the flipped classroom. Proceedings of
ASBBS 2014; 21:519-530
14. Bergmann J, Sams A. Flipped
Learning:Gateway to student engagement. 2014
1st ed. ISTE Washington, USA.
15. Tune JD, Sturek M, Basile DP. Flipped
classroom model improves graduate student
performance in cardiovascular, respiratory, and
renal physiology. Adv Physiol Educ. 2013; 37:
316-320
16. Fraga LM, Harmon J. The Flipped
Classroom Model of Learning in Higher
Education: An Investigation of Preservice
Teachers’ Perspectives and Achievement J
Digital Learning in Teacher Education 2014; 1:
18-27
17. Gilboy MB, Heinerichs S, Pazzaglia
G.Enhancing student engagement using the
flipped classroom. J Nutr Educ Behav. 2015; 47:
109-14.
18. Young TP, Bailey CJ, Guptill M, Thorp AW,
Thomas TL.The flipped classroom: a modality
for mixed asynchronous and synchronous
learning in a residency program. West J Emerg
Med. 2014; 15: 938-44.
19. Ramar K, Hale CW, Dankbar EC. Innovative
model of delivering quality improvement
education for trainees - a pilot project. Med
Educ Online. 2015; 20: 28764.
20. Baker, J. Wesley, “The “Classroom
Flip”: Using Web Course Management Tools
to Become the Guide by the Side”(2000).
Communication Faculty Publications. Paper 15.
21. Beebe CR, Gurenlian JR, Rogo EJ.
Educational technology for millennial dental
hygiene students: a survey of U.S. dental
hygiene programs. J Dent Educ. 2014 ; 78: 838-
49.
22. Moffett J, Mill AC. Evaluation of the flipped
classroom approach in a veterinary professional
skills course.Adv Med Educ Pract. 2014;13:415-
425.
23. Mok HN. Teaching tip: The flipped
classroom J Information Systems Education
2014; 25: 7-10
24. Wanner T, Palmer E. Personalising leraning:
Exploring student and the teacher perceptions
about flexible learning and assessment in
a flipped university course Computers &
Education 2015; 88: 354-369
25. Young TP, Bailey CJ, Guptill M, Thorp AW,
Thomas TL.The flipped classroom: a modality
for mixed asynchronous and synchronous
learning in a residency program. West J Emerg
Med. 2014; 15: 938-44.
26. Simpson V, Richards E. Flipping the
classroom to teach population health: Increasing
the relevance. Nurse Educ Pract. 2015; 15: 162-
7.
Tıp Eğitimi Dünyası / Ocak-Nisan 2016 / Sayı 45 25
27. Pierce R, Fox J. Vodcasts and active-learning
exercises in a “flipped classroom” model of a
renalpharmacotherapy module. Am J Pharm
Educ. 2012; 76:196
28. Mortensen CJ, Nicholson AM. The flipped
classroom stimulates greater learning and is
a modern 21st century approach to teaching
today’s undergraduates. J Anim Sci. 2015; 93:
3722-31
29. Asef-Vaziri A. The flipped classroom
of operations management: A not-for-costreduction
platform. DSIJE. 2015; 13: 71-88
30. Bristol T. Flipping Classroom Teaching and
learning in nursing 2014: 9; 43-46
31. Missildine K, Fountain R, Summers L,
Gosselin K. Flipping the classroom to improve
student performance and satisfaction.J Nurs
Educ. 2013; 52: 597-599.
32. Smith JS. Active learning strategies in the
physician assistant classroom--the critical piece
to a successful flipped classroom.J Physician
Assist Educ. 2014, 25: 46-9.
33. Marshall LL, Nykamp DL, Momary KM.
Impact of abbreviated lecture with interactive
mini-cases vs traditional lecture on student
performance in the large classroom. Am J Pharm
Educ. 2014; 15;78:189
34. Heitz C, Prusakowski M, Willis G, Franck
C. Does the Concept of the “Flipped Classroom”
Extend to the Emergency Medicine Clinical
Clerkship?West J Emerg Med. 2015; 16: 851-5.
35. Milman N. “The flipped classroom strategy:
What is it and how can be used?” Distance
Learning 2012; 9: 85-87
36. Enfield J. Looking at the impact of the
flipped classroom model of instruction on
undergraduate multimedia students at CSUN.
Tech Trands 2013; 57: 14-27
37. Periyakoil VS, Basaviah P. The flipped
classroom paradigm for teaching palliative care
skills. Virtual Mentor. 201; 15: 1034-1037.
38. Fautch JM. The flipped classroom for the
teaching organic chemistry in small classes: is it
effective? Chem Educ Res Pract 2015;16: 179-
186
39. Strayer JF. How learning in inverted
classroom influences cooperation, innovation
and task orientation. Learning Enviroment
Research 2012, 15;171-193
40. Mason GS, Shuman TR, Cook KE.
Comparing the effectiveness of an inverted
classroom to a traditional classroom in an upperdivison
enginering course IEEE Transactions on
Education 2013; 56: 430-435
41. Street SE, Gilliland KO, McNeil C, Royal
K. The flipped classroom improved medical
student performance and satisfaction in a preclinical
physiology course. Med Sci Edu 2015;
25: 35-43
42. Hawks SJ. The flipped classrom: Now or
never? AANA Journal 2014; 83: 264-269
Tıp Eğitimi Dünyası / Ocak-Nisan 2016 / Sayı 45 26
43. Veeramani R, Madhugiri VS, Chand P.
Perception of MBBS students to “flipped class
room” approach in neuroanatomy module. Anat
Cell Biol. 2015; 48: 138-43.
44. Butler JA. Use of teaching methods within
the lecture format. Med Teach 1992; 14: 11-25
45. Sankoff P. Taking the instruction of law
outside the lecture hall: How the flipped
classroom can make learning more productive
and enjoyable (for professors and students)
Alberta Law Review 2014: 51; 891-906
46. Frindlay-Thompson S, Mombourquette
P. Evaluation of a flipped classroom in
an undergraduate business course Global
Conference on Business and Finance
Proceedings 2013; 8: 138-145
47. Talbert R. Inverting the Linear Algebra
Classroom, PRIMUS: Problems, Resources, and
Issues in Mathematics Undergraduate Studies,
2014; 24: 361-374
48. Love B, Hodge A, Grandgenett N, Swift AW.
Student learning and perceptions in a flipped
linear algebra course 2014; 45: 317-324
49. Prober CG, Khan S. Medical education
reimagined: a call to action. Acad Med.2013;
88:1407-1410
50.http://smili.stanford.edu/interactivelearning/
faq.html
51. McLaughlin JE, Roth MT, Glatt DM,
Gharkholonarehe N, Davidson CA, Griffin
LM, Esserman DA, Mumper RJ. The flipped
classroom: a course redesign to foster learning
and engagement in a health professions school.
Acad Med. 2014, 89:236-43.
52. Veeramani R, Madhugiri VS, Chand P.
Perception of MBBS students to “flipped class
room” approach in neuroanatomy module. Anat
Cell Biol. 2015; 48: 138-43
53. Morgan H, McLean K, Chapman C,
Fitzgerald J, Yousuf A, Hammoud M. The
flipped classroom for medical students.Clin
Teach. 2015; 12:155-60.
54. Khanova J, Roth MT, Rodgers JE,
McLaughlin JE. Student experiences across
multiple flipped courses in a single curriculum.
Med Educ. 2015; 49:1038-48.
55. Joanne CSM, Lateef F. The flipped
classroom: viewpoints in Asian Universities
Education in Medicine Journal2014; 6: 20-26.
56.www.questia.com/
magazine/1G1-306757880/five-reasons-i-mnot-
flipping-over-the-flipped-classroom (Aralık
2015’de ulaşıldı)
57. http://flippedclassroom.org (Aralık 2015’de
ulaşıldı)
58. Goodwin B, Miller K. Evidence on
flipped classroom still coming on. Educational
Leadership 2013; 70: 78-80

Thank you for copying data from http://www.arastirmax.com