116
G. A¸ sıksoy et al.
from each other through decision-making and by effective cooperation. Since every
student has their own responsibility in the collaborative learning process, there is
unity among them, which enhances their social skills (Pattanpichet 2011). In this
method, the teacher is a guide while the students are encouraged to be more active.
In addition to teacher-student interaction, there is also student-student interaction.
This allows the students to increase their socialization. Consequently, academic tasks
that are given to a group are not only completed by one individuals, but the learners
share their knowledge with each other (Gillies 2004).
The benefits of collaborative learning include: development of higher-level
thinking skills, enhancement of student satisfaction with the learning experience,
promotion of higher achievements and class attendance, and encouragement of
student responsibility for learning (Barkley et al. 2014; López-Yáñez et al. 2015).
13.2.3 The Flipped Classroom
The flipped classroom is a model where the students can watch course videos that
have been shared through the multimedia devices by the lecturer, read articles, think
based on their prior knowledge and come to the classroom prepared, where the
content will be discussed in greater depth (Zownorega 2013).
The main purpose of the flipped classroom model is to prepare the students for
the topic before coming to class and consequently the quality of the face-to-face
education in the classroom environment is enhanced (Bergmann and Sams 2014).
The flipped classroom model of instruction is a relatively new teaching method
which attempts to improve students’ performance (Olakanmi 2017). In this method,
the course contents, videos and the learning management systems are delivered to
the students through multimedia devices. Students prepare questions on the topics
they have not understood well. During the class, the activities that support learning
such as finding answers to these questions together with their classmates, problem
solving and discussing are carried out (Seaman and Gaines 2013).
There are many advantages of the flipped classroom method. The most important advantage is that it increases the teacher-student and student-student interaction
during class time (Fulton 2012). Seamen and Gaines (2013) stated that the time
spent on explaining the topic and revising in the classroom is transferred to the
active learning activities because of the course video and students become actively
involved in the process. According to Milman the main advantage of the flipped
classroom method is that it supports teamwork within the classroom (Milman 2012).
Other advantages of the model are that students can access the course videos whenever and wherever they want, and they have the opportunity to learn at their own
pace (Kellinger 2012). Because each learner has different characteristics (Sweta and
Lal 2017). In addition to all these advantages, Herreid and Schiller reported that
the flipped classroom learning approach provides more time for students to conduct
specific research (Herreid and Schiller 2013).
G. A¸ sıksoy et al.
from each other through decision-making and by effective cooperation. Since every
student has their own responsibility in the collaborative learning process, there is
unity among them, which enhances their social skills (Pattanpichet 2011). In this
method, the teacher is a guide while the students are encouraged to be more active.
In addition to teacher-student interaction, there is also student-student interaction.
This allows the students to increase their socialization. Consequently, academic tasks
that are given to a group are not only completed by one individuals, but the learners
share their knowledge with each other (Gillies 2004).
The benefits of collaborative learning include: development of higher-level
thinking skills, enhancement of student satisfaction with the learning experience,
promotion of higher achievements and class attendance, and encouragement of
student responsibility for learning (Barkley et al. 2014; López-Yáñez et al. 2015).
13.2.3 The Flipped Classroom
The flipped classroom is a model where the students can watch course videos that
have been shared through the multimedia devices by the lecturer, read articles, think
based on their prior knowledge and come to the classroom prepared, where the
content will be discussed in greater depth (Zownorega 2013).
The main purpose of the flipped classroom model is to prepare the students for
the topic before coming to class and consequently the quality of the face-to-face
education in the classroom environment is enhanced (Bergmann and Sams 2014).
The flipped classroom model of instruction is a relatively new teaching method
which attempts to improve students’ performance (Olakanmi 2017). In this method,
the course contents, videos and the learning management systems are delivered to
the students through multimedia devices. Students prepare questions on the topics
they have not understood well. During the class, the activities that support learning
such as finding answers to these questions together with their classmates, problem
solving and discussing are carried out (Seaman and Gaines 2013).
There are many advantages of the flipped classroom method. The most important advantage is that it increases the teacher-student and student-student interaction
during class time (Fulton 2012). Seamen and Gaines (2013) stated that the time
spent on explaining the topic and revising in the classroom is transferred to the
active learning activities because of the course video and students become actively
involved in the process. According to Milman the main advantage of the flipped
classroom method is that it supports teamwork within the classroom (Milman 2012).
Other advantages of the model are that students can access the course videos whenever and wherever they want, and they have the opportunity to learn at their own
pace (Kellinger 2012). Because each learner has different characteristics (Sweta and
Lal 2017). In addition to all these advantages, Herreid and Schiller reported that
the flipped classroom learning approach provides more time for students to conduct
specific research (Herreid and Schiller 2013).