THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS

Similar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. The aim of this study is to examine the effects of flipped classroom model on learning achievement and students’ anxiety towards their courses. The true experimental design was used in this study. The study was conducted with the participation of 61 undergraduate students taking the physics course. In the in-class component of the flipped classroom model, while the student response system was used with the experimental group, it was excluded during the study conducted on the control group students. Several data were collected from the physics achievement test, the physics anxiety questionnaire, and semi-structured interviews. The gathered data were analyzed in accordance with whether the student response system was utilized in the in-class component of the flipped classroom model. The results have shown that, in comparison to the control group students, the learning achievement of the experimental group students had increased and that their anxiety had decreased significantly. Furthermore, it has been determined that the experimental group students had a positive perception of student response system’s utilization in class. This study may provide aid for lecturers in integrating the student response system to the flipped classroom model.Keywords: flipped classroom, student response system, learning achievement, anxiety

Technique efficacy when using a student response system in the reading classroom

Although studies using student response systems (SRSs) within the English as a foreign language (EFL) classroom are relatively rare, there is increasing evidence from a range of disciplines to highlight the potential behind application of these systems for student learning. Consequently, this study contributes to filling this gap by demonstrating the efficacy of SRS-integration in the EFL reading classroom for formative assessment when supported by teacher-interaction and peer-interaction utilization techniques. Relying on a quasi-experimental design, results suggest that a Plickers SRS-integrated classroom can provide a digitally interactive learning environment and active learning opportunities, particularly when coupled with a peer-interaction technique. It also enhances Korean EFL learner engagement with content while supporting the development of reading comprehension skills. Further, findings indicate that learners are receptive to ongoing SRS utilization as an alternative to traditional methods, viewing it as useful for highlighting their knowledge gaps, focusing their attention, and stimulating their engagement

THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS

Similar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. The aim of this study is to examine the effects of flipped classroom model on learning achievement and students’ anxiety towards their courses. The true experimental design was used in this study. The study was conducted with the participation of 61 undergraduate students taking the physics course. In the in-class component of the flipped classroom model, while the student response system was used with the experimental group, it was excluded during the study conducted on the control group students. Several data were collected from the physics achievement test, the physics anxiety questionnaire, and semi-structured interviews. The gathered data were analyzed in accordance with whether the student response system was utilized in the in-class component of the flipped classroom model. The results have shown that, in comparison to the control group students, the learning achievement of the experimental group students had increased and that their anxiety had decreased significantly. Furthermore, it has been determined that the experimental group students had a positive perception of student response system’s utilization in class. This study may provide aid for lecturers in integrating the student response system to the flipped classroom model

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.WOS:000616425700001Scopus - Affiliation ID: 60105072Emerging Sources Citation IndexArticle; Early AccessUluslararası işbirliği ile yapılan - HAYIRŞubat2021YÖK - 2020-2

A Conceptual Framework for Integrating TPB With Context-Relevant Variables to Predict e-Learning Success During the Covid -19 Pandemic

The COVID-19 pandemic has necessitated the digitalization of some aspects of our lives including education. However, as we witness a phenomenal rise in the demand for online learning, the decision to migrate to online learning platforms is dependent on the learner’s preparedness to embrace it. The objective of this study is to conceptualize a framework that measures the tendency of learners to adopt online learning in an era characterised by so many disruptions. To do this, we adopt document analysis on databases such as SCOPUS, Web of Science, EBSCO and Google Scholar using Boolean search engines; AND, OR, NOT, *, (), ‘’’’, +, -, &lt;,&gt;. mainly on current scientific manuscripts through the use of the keywords “e-learning”, “theory of planned behaviour”, “Covid 19”, “distance learning”, “environmental factors” and “academic technology adoption”. Subsequently, we integrate the theory of planned behaviour with other context-relevant variables as the bases of the study, and conceptualise a framework to predict e-learning success in the covid-19 era. This study contributes to the scientific body of knowledge on e-learning, particularly from the perspective of a forced mass adoption of e-learning occasioned by a global pandemic.</p

A Conceptual Framework for Integrating TPB With Context-Relevant Variables to Predict e-Learning Success During the Covid -19 Pandemic

The COVID-19 pandemic has necessitated the digitalization of some aspects of our lives including education. However, as we witness a phenomenal rise in the demand for online learning, the decision to migrate to online learning platforms is dependent on the learner’s preparedness to embrace it. The objective of this study is to conceptualize a framework that measures the tendency of learners to adopt online learning in an era characterised by so many disruptions. To do this, we adopt document analysis on databases such as SCOPUS, Web of Science, EBSCO and Google Scholar using Boolean search engines; AND, OR, NOT, *, (), ‘’’’, +, -, &lt;,&gt;. mainly on current scientific manuscripts through the use of the keywords “e-learning”, “theory of planned behaviour”, “Covid 19”, “distance learning”, “environmental factors” and “academic technology adoption”. Subsequently, we integrate the theory of planned behaviour with other context-relevant variables as the bases of the study, and conceptualise a framework to predict e-learning success in the covid-19 era. This study contributes to the scientific body of knowledge on e-learning, particularly from the perspective of a forced mass adoption of e-learning occasioned by a global pandemic

A Conceptual Framework for Integrating TPB With Context-Relevant Variables to Predict e-Learning Success During the Covid -19 Pandemic

The COVID-19 pandemic has necessitated the digitalization of some aspects of our lives including education. However, as we witness a phenomenal rise in the demand for online learning, the decision to migrate to online learning platforms is dependent on the learner’s preparedness to embrace it. The objective of this study is to conceptualize a framework that measures the tendency of learners to adopt online learning in an era characterised by so many disruptions. To do this, we adopt document analysis on databases such as SCOPUS, Web of Science, EBSCO and Google Scholar using Boolean search engines; AND, OR, NOT, *, (), ‘’’’, +, -, &lt;,&gt;. mainly on current scientific manuscripts through the use of the keywords “e-learning”, “theory of planned behaviour”, “Covid 19”, “distance learning”, “environmental factors” and “academic technology adoption”. Subsequently, we integrate the theory of planned behaviour with other context-relevant variables as the bases of the study, and conceptualise a framework to predict e-learning success in the covid-19 era. This study contributes to the scientific body of knowledge on e-learning, particularly from the perspective of a forced mass adoption of e-learning occasioned by a global pandemic