Sosyoloji ve Uluslararası İlişkiler Eğitimlerinin Kesişiminde Ters-Yüz Sınıf Modeli: Covid-19 Öncesi ve Sonrası Uygulamaları
Abstract
Bilgiye ulaşmanın son derece kolaylaştığı dijital dünyada, yükseköğretim programlarında eleştirel düşünme, yazılı ve sözel iletişim becerileri kazandırmanın gerekliliği daha da net bir şekilde belirmiştir. Geleneksel eğitim anlayışının günümüz gençliğinin niteliklerine ve iş dünyasının gerekliklerine hitap edemediği ve yükseköğretimde yeni tekniklerin geliştirilmesinin gerekliliği ortaya çıkmıştır. Ters yüz sınıf modeli, tam da ortaya çıkan bu boşluğa hitap eder şekilde, derslerin teorik yönünün çevrimiçi olarak aktarılması, bunu takip eden yüz yüze eğitimde ise dersin öğrenme çıktılarının edinilmesi için ders içi etkinliklere odaklanılmasına imkân veren bir yöntemdir. Bu yöntemde öğrenciler, ders içeriğinin analizi ve uygulaması aşamasında öğretim elemanı ile aktif iletişim halindedir. Ters yüz sınıf modelinde çevrimiçi eğitim bir ön-öğretim olarak tasarlanmaktadır. Ancak Covid-19 salgını ile uzaktan/çevrimiçi eğitime geçilmesi süreci, bir yandan ters yüz sınıf modelinin uygulanması için imkânlar sunarken, diğer yandan yüz yüze eğitimin tamamen ortadan kalkması ile bazı yönlerden sekteye uğramıştır. Bu makalede Ters Yüz Sınıf Modeli’nin gelişimi ve esasları tartışılarak Sosyoloji ve Uluslararası İlişkiler alanlarındaki örnek uygulamalar aktarılacaktır. Ayrıca yüz yüze eğitimde kullanılan bazı tekniklerin pratik olarak çevrimiçine nasıl aktarılacağı konusunda tavsiyeler geliştirilecektir.
References
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- Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 1050.
- Prashar, A. (2015). Assessing teh flipped clasroom in operations management: A pilot study. Journal of Eudcation for Business, 90(3), 126-138.
- Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26.
- Shatto, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24-28.
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- Tütüncü, N., & Aksu, M. (2018). A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207-229.
- Woo, J. C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Educational Technology & Society, 17(3), 291– 307.
- Yen, T. F. T. (2020). The performance of online teaching for flipped classroom based on COVID-19 aspect. Asian Journal of Education and Social Studies, 57-64.
Flipped Classroom in The Intersections of Sociology and International Relations Education: Applications before and after the Covid 19 Pandemic
Abstract
In the digital world where access to information is extremely easy, the need to equip students with critical thinking, written and verbal communication skills in higher education programs has become very clear. Traditional teaching and learning methodologies can neither address the characteristics of the youth today, nor the requirements of the labor market which surfaced the necessity of diversifying teaching methodologies in higher education. In face-to-face education, the flipped classroom method allows the theoretical aspect of the lessons to be delivered online through short videos and to make more effective use of the face-to-face class time by conducting in-class activities. This technique allows interactions between students and the instructor in the most critical phase of the learning process, that is the analysis and application of the subject matter. In the flipped classroom model, online education is designed as pre-teaching. However, shifting to entirely online education in the aftermath of the Covid-19 epidemic has provided both opportunities to expand the flipped learning whilst also created constrains for the learning process due to the complete elimination of the face-to-face teaching. This article discusses the development and the underlying principles of the flipped learning methodology and its applications in the fields of sociology and international relations disciplines. Recommendations will also be provided on transferring some of the techniques used in face-to-face education to online platforms.
Keywords
flipped classroom model sociology international relations higher education COVİD-19 pandemic
References
- Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
- Bergmann, J., & Sams, A. (2012a). Flip your classroom: Reach every student in every class every day. International society for technology in education.
- Bergmann, J., & Sams, A. (2012b). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.
- Biggs, J. (2014). Constructive alignment. HERDSA Review of Higher Education, 1, 25.
- Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15, 1–6.
- Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
- Chin, C., & Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(2), 109-138.
- Colombi, A. G. (2017). The impact of pecha kucha presentations in the assessment of a translation studies unit at the University of Western Australia. IAFOR Journal of Education, 5(3), 67-85.
- Craig, R. J., & Amernic, J. H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative higher education, 31(3), 147-160.
- Çevikbaş, M., & Argün, Z. (2017). An innovative learning model in digital age: Flipped classroom. Journal of Education and Training Studies, 5(11), 189-200.
- Eryilmaz, M., & Cigdemoglu, C. (2019). Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442.
- House, H., & Lane, W. (2016). The Flipped Approach to Higher Education. M. Şahin, & C. F. Kurban (Eds.). Emerald Group Publishing Limited.
- Iwamoto, D. H., Hargis, J., Taitano, E. J., & Vuong, K. (2017). Analyzing the efficacy of the testing effect using Kahoot™ on student performance. Turkish Online Journal of Distance Education, 18(2), 80-93.
- Jenkins, M., Bokosmaty, R., Brown, M., Browne, C., Gao, Q., Hanson, J., & Kupatadze, K. (2017). Enhancing the design and analysis of flipped learning strategies. Teaching & Learning Inquiry, 5(1), 1-12.
- Lee, A. M., & Liu, L. (2016). Examining flipped learning in sociology courses: A quasi-experimental design. International Journal of Technology in Teaching and Learning, 12(1), 47-64.
- Masters, J. C., & Holland, B. E. (2012). Rescuing the student presentation with Pecha Kucha. Journal of Nursing Education, 51(9), 536-536.
- Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 1050.
- Prashar, A. (2015). Assessing teh flipped clasroom in operations management: A pilot study. Journal of Eudcation for Business, 90(3), 126-138.
- Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26.
- Shatto, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24-28.
- Shwom, B. L., & Keller, K. P. (2003). The great man has spoken. Now what do I do? A response to Edward R. Tufte's “The cognitive style of PowerPoint.” Communication Insight, 1, 1–15. Retrieved on December 17, 2004 from www.communipartners.com.
- Solusia, C., Kher, D. F., & Rani, Y. A. (2020, March). The Use of Pecha Kucha Presentation Method in the Speaking for Informal Interaction Class. In 7th International Conference on English Language and Teaching (ICOELT 2019) (pp. 190-194). Atlantis Press.
- Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1-12.
- Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83
- Tufte, E. R. (2003, September). PowerPoint is Evil. Wired. Retrieved on December 8, 2004 from http://www.wired.com/wired/archive/11.09/ppt2.html.
- Tütüncü, N., & Aksu, M. (2018). A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207-229.
- Woo, J. C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Educational Technology & Society, 17(3), 291– 307.
- Yen, T. F. T. (2020). The performance of online teaching for flipped classroom based on COVID-19 aspect. Asian Journal of Education and Social Studies, 57-64.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | January 29, 2021 |
| Published in Issue | Year 2021Volume: 4 |
