Tartışma odaklı tersdüz öğrenme ortamlarının etkililiğinin incelenmesi

Bu araştırmanın amacı tersdüz öğrenme ortamlarının tartışma odaklı hale getirilmesinin, öğrencilerin başarıları, doyumları ve üst düzey düşünme becerilerine etkilerini incelemektir. Yarı deneysel olarak planlanan araştırma, 3x2 faktöriyel desene uygun olarak hazırlanmış ve Uşak Üniversitesinde lisans öğrenimi görmekte olan 190 ikinci sınıf karma öğrenci grubu ile yürütülmüştür. Geliştirilen tartışma odaklı tersdüz öğrenme ortamlarındaki tartışmalara zorunlu olarak katılan, isteğe bağlı katılan ve tartışmalara hiç katılmayan öğrencilerden oluşan üç grup öğrenci ile altı haftalık uygulama gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak çoktan seçmeli ve açık uçlu sorulardan oluşan başarı testleri ile araştırmacı tarafından geliştirilen doyum ölçekleri (videolara ilişkin, tartışmalara ilişkin, genel ortama ilişkin) kullanılmıştır. Uygulama sonrası uygulanan sontestler neticesinde tartışma odaklı tersdüz öğrenme ortamlarında tartışmalara zorunlu ya da isteğe bağlı katılan öğrencilerin genel başarı puanlarının, tartışmalara katılmayanlara göre anlamlı olarak daha yüksek olduğu bulgusuna ulaşılmıştır. Öğrencilerin videolara ilişkin doyumları arasında anlamlı bir fark bulunmazken, tartışmalara zorunlu olarak katılan öğrencilerin tartışmalara ilişkin doyumları, isteğe bağlı katılan öğrencilere göre anlamlı olarak daha yüksek olduğu bulgusuna ulaşılmıştır. Üst düzey düşünme beceri puanları bakımından ise tersdüz öğrenme ortamlarında tartışmalara zorunlu ya da isteğe bağlı katılımın, hiç katılmamaya oranla üst düzey düşünme becerilerini anlamlı olarak olumlu yönde etkilediği bulgusuna ulaşılmıştır.

Anahtar Kelimeler:

tersdüz öğrenme, başarı, doyum, üst düzey düşünme becerisi, tartışma odaklı tersdüz öğrenme ortamı

Examining the effectiveness of discussion-oriented flipped learning environments

The overall aim of the study was to examine the effects of the discussion-oriented flipped learning environments on the achievements, satisfaction levels, and high-ordered thinking skills of students. This semi-experimentally planned research was prepared in accordance with the 3x2 factorial design and conducted with a group of 190 second-year coeducational students attending their undergraduate education at Uşak University. A six-week application was conducted with three groups of students, who were classified as participating in discussions in the newly-developed discussion-oriented flipped learning environments with mandatory, voluntary, and non-attendee participation status. As the data collection tool of the research, achievement tests consisting of multiple choice and open-ended questions were used together with the satisfaction scales (related to videos, discussions, and general environment) developed by the researcher. As a result of the posttests applied after the application, it was determined that the overall achievement scores of the students, who participated in the discussions in discussion-oriented flipped learning environments, were significantly higher than those who did not participate in the discussions. It was determined that there was statistically no significant difference between the satisfaction levels of students concerning the videos, while the discussion satisfaction levels of students who participated on a mandatory basis were statistically significantly higher compared to those who participated on a voluntary basis. In terms of high-ordered thinking skill scores, it was determined that mandatory or voluntary participation in discussions in flipped learning environments have a significant and positive impact on high-ordered thinking skills, in comparison to the non-participation.

Keywords:

Flipped learning, Achievement, Satisfaction, High-ordered thinking skill, Discussion-oriented flipped learning environment,

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