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dc.contributor.authorYildiz, Esma
dc.contributor.authorDogan, Ugur
dc.contributor.authorOzbay, Ozkan
dc.contributor.authorSeferoglu, Suleyman Sadi
dc.date.accessioned2024-03-12T19:28:51Z
dc.date.available2024-03-12T19:28:51Z
dc.date.issued2022
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.urihttps://doi.org/10.1007/s10639-022-11059-8
dc.identifier.urihttps://hdl.handle.net/20.500.12450/2078
dc.description.abstractThis study was carried out by using the nested single case study design, which is a qualitative case study method, in order to determine the experiences and thoughts of the instructors about the flipped classroom method. The experiences of the instructors related to the flipped classroom were examined within the framework of Technological Pedagogical and Content Knowledge (TPACK). The study group of the research consisted of instructors working at a state university in Turkey, and taking part in 4 different departments determined by purposive sampling. Five instructors were interviewed, and one instructor's lesson was observed. The data were collected through a semi-structured interview form and observation form developed by the researchers. Content analysis method was used in the data analysis. The definitions of the flipped classroom, the technologies used in the flipped classroom, the effects of the flipped classroom on students, the difficulties encountered in the flipped classroom, and the themes and sub-themes for making the flipped classroom more effective were determined as a result of the interviews with the instructors. There were various positive and negative opinions of the participants under each topic. According to the results of the study, TPACK-related competencies of the instructors in integrating technology into learning environments also had an important place in the development or provision of course materials as well as the use of these materials in the flipped classroom.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation And Information Technologiesen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectFlipped classroomen_US
dc.subjectFlipped learningen_US
dc.subjectTechnological pedagogical content knowledgeen_US
dc.subjectTPACKen_US
dc.subjectLearning environmenten_US
dc.titleFlipped classroom in higher education: An investigation of instructor perceptions through the lens of TPACKen_US
dc.typearticleen_US
dc.departmentAmasya Üniversitesien_US
dc.authoridOZBAY, Ozkan/0000-0001-7754-2594
dc.authoridSEFEROGLU, Suleyman Sadi/0000-0002-5010-484X
dc.identifier.volume27en_US
dc.identifier.issue8en_US
dc.identifier.startpage10757en_US
dc.identifier.endpage10783en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.scopus2-s2.0-85128727702en_US
dc.identifier.doi10.1007/s10639-022-11059-8
dc.department-temp[Yildiz, Esma] Amasya Univ, Fac Educ, Dept Comp Educ & Instruct Technol, Amasya, Turkey; [Dogan, Ugur] Sakarya Univ Appl Sci, Distance Educ Applicat & Res Ctr, Sakarya, Turkey; [Ozbay, Ozkan] Artvin Coruh Univ, Distance Educ Applicat & Res Ctr, Artvin, Turkey; [Seferoglu, Suleyman Sadi] Hacettepe Univ, Fac Educ, Dept Comp Educ & Instruct Technol, Ankara, Turkeyen_US
dc.identifier.wosWOS:000784720300001en_US
dc.authorwosidÖZBAY, Özkan/AAJ-4426-2020
dc.authorwosidSEFEROGLU, Suleyman Sadi/D-8373-2013


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