Bengi SONYEL, Mohammad Hosein Mehrzad SADAGHİANİ

DOĞU AKDENİZ ÜNİVERSİTESİ İNGİLİZ DİLİ EĞİTİMİ BÖLÜMÜ ÖĞRENCİLERİNİN BİR HARMANLANMIŞ MOOC MODELİ OLARAK SINIF YÖNTEMİNE İLİŞKİN BAKIŞ AÇILARININ İNCELENMESİ

MOOC, Kitlesel Açık Çevrimiçi Kurs anlamına gelir ve eğitim içeriğinin internet üzerinden çok sayıda öğrenciye yaygın olarak dağıtılmasına olanak tanıyan bir çevrimiçi eğitim modelini ifade eder. MOOC modeli erişilebilirliği, esnekliği ve küresel bir izleyici kitlesine ulaşma yeteneği nedeniyle popülerlik kazanmıştır. Kurum ve kuruluşlar tarafından kurumsal eğitim ve mesleki gelişim amacıyla da kullanılmaktadır. Bununla birlikte, MOOC’un pek çok avantaj sunmasına rağmen, aynı zamanda tamamlama oranları ve kendi kendine ilerleyen kurslarda öz disiplin ihtiyacı ile ilgili sorunlar gibi zorlukları da beraberinde getirdiğini belirtmekte fayda var. Bu araştırmada araştırmacılar, harmanlanmış MOOC modelinin en önemli parçası olarak ters çevrilmiş sınıfı araştırdılar. Bu araştırmanın amacı ters yüz sınıf öğretiminin öğrencilerin öğrenmesi üzerindeki potansiyel etkilerini incelemektir. Araştırma, DAÜ Yabancı Diller Eğitimi Bölümü tüm (35 kişi) 3. sınıf öğrencilerinin tamamını kapsamaktadır. Metodoloji olarak hem nicel hem de nitel (karma) yaklaşımlar kullanılmıştır. Bulgulara göre öğrenciler, ters çevrilmiş sınıf deneyimini yaşadıktan sonra evde hazırlık yaptıkları için kendilerini derslere daha hazır hissettiklerini ifade etmişlerdir. Ayrıca öğrenciler genel olarak konu hakkında kendilerini daha güvende hissettiklerini ve sınıflarında sokratik tipte sorular sormaya entelektüel açıdan daha hazırlıklı olduklarını bildirmişlerdir.

Anahtar Kelimeler:

Çevrilmiş Sınıf, MOOC Modeli, E-Öğrenme, Öğrenci Algısı

AN INVESTIGATION OF STUDENTS’ PERSPECTIVES ON FLIPPED CLASSROOM METHOD AS A TYPE OF BLENDED MOOC MODEL AT THE DEPARTMENT OF ENGLISH LANGUAGE TEACHING AT EASTERN MEDITERRANEAN UNIVERSITY

MOOC stands for Massive Open Online Course, and it refers to a model of online education that allows for the widespread distribution of educational content to a large number of learners over the internet. The MOOC model has gained popularity for its accessibility, flexibility, and ability to reach a global audience. It has also been used by institutions and organizations for corporate training and professional development. However, it is worth noting that while MOOCs offer many advantages, they also come with challenges, such as issues related to completion rates and the need for self-discipline in self-paced courses. In this research, the researchers explored the flipped classroom as the most important part of blended MOOC model. The aim of this research is to examine the potential effects of flipped classroom instruction on students’ learning. The research included all (35) third-year students of the EMU Department of Foreign Language Education. Both quantitative and qualitative (mixed) approaches were used as a methodology. According to the findings, after experiencing the flipped classroom experience, the students explained that they felt more ready for their lessons because they already had some preparation at home. Additionally, students reported that they felt more confident about the subject in general and that they were more intellectually prepared to ask socratic-type questions in their classes.

Keywords:

Flipped Classroom, Blended MOOC Model, Flıpped Classroom Students Perceptions,

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