Üniversite Düzeyi Finans Eğitiminde Ters Yüz Edilmiş Sınıf Yaklaşımı: Bir Literatür Taraması

Ters yüz edilmiş sınıflar, teknoloji ve zamanın daha yenilikçi kullanımıyla öğrencilerin ve öğretmenlerin geleneksel olarak ders içeriğini öğrenme ve öğretme şeklini değiştiren bir öğretim yöntemidir. Ters yüz edilmiş sınıflar, eğitimcilerin ve eğitiö kurumlarının şimdi ve gelecekte karşılaşabilecekleri sorunlara bir çözüm olabilir. Bu makalede, finans alanındaki akademisyenlerin kendi sınıflarında ters yüz edilmiş sınıf yaklaşımını nasıl uyguladıklarına ilişkin bir literatür taraması sunmaktayız. Avustralya, La Trobe Üniversitesi Kütüphanesi üzerinden ProQuest, JSTOR, ScinceDirect ve WEB Veri Tabanı veritabanlarında anahtar kelimeler olarak ters yüz edilmiş sınıf, finans eğitimi ve ters yüz edilmiş derslerin uygulamalarını kullandık. Bu kriterler ile ilgili toplamda 163 makale bulduk. Tüm makaleleri değerlendirdiğimizde, makalelerin çoğunun hukuk, matematik ve dil gibi farklı sınıf uygulamaları alanında olduğunu, ancak finans eğitimi alanında çok az uygulamanın olduğunu fark ettik. Sonuçlar, ters yüz edilmiş sınıf ve finans eğitimi ile ilgili çok dolaylı kanıtların olduğunu göstermektedir. Sadece 10 makale ters yüz edilmiş sınıf kriterlerini ve finans eğitimindeki eğitim çıktılarını karşılamaktadır. Yapılan çalışmaların çoğunluğu örenci algıları ve akademik sonuçların nasıl iyileştirileceği ile ilgilidir. Ayrıca vaka çalışmalarının keşfetmediği bazı alanları da tespit ediyoruz. Bunu yaparken, finans eğitiminde ters yüz edilmiş sınıflar ve bunun finans sektörü üzerindeki etkileri hakkında gelecekteki araştırmalar için kapsamlı bir temel sağlamayı hedefliyoruz.

The Flipped Learning Approach in Undergraduate Finance Education: A Literature Review

Flipped classrooms are a teaching method which changes the way students and teachers have traditionally learnt and taught course content, through technology and more innovative use of time. Flipped classes can be a solution to the issues that universities face presently and into the future. In this article, we provide a review of literature on how academics in finance have applied the flipped classroom approach in their classes. We used key words of flipped classroom, finance education and application of flipped classrooms in finance education in the database of ProQuest, JSTOR, ScinceDirect and WEB of SCIENCE via La Trobe University Library, Australia. We found 163 articles related to these criteria. When we evaluated all articles we realized that most of the articles were in the area of several flipped classroom applications such as law, mathematics, and language, but not finance education. The results show that there is much indirect evidence of flipped classroom and finance education. Only 10 articles meet the criteria of the flipped classroom and educational outcomes in finance education. We identify common themes in research purposes and results – student perceptions on learning and how to improve academic outcomes. We also identify some areas which the case studies have not explored. In doing so, we aim to provide a comprehensive basis for future research into flipped classrooms in finance education and its implications for the finance industry. 
Keywords:

Flipped Learning,

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