The Effects of a Flipped Learning Model Supported with Authentic Videos on EFL Students' Reflective and Creative Thinking Skills in Hybrid Education Context
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Date
2023
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Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Bu çalışmada özgün videolarla desteklenmiş bir Ters-Yüz Öğrenme modelinin bir
hibrit eğitim ortamında İngilizce öğrenen öğrencilerin yansıtıcı ve yaratıcı düşünme
becerileri üzerine etkisi incelenmektedir. Bu araştırma Konya’da bulunan özel bir
vakıf üniversitesinin hazırlık okulundaki 48 öğrenci ile gerçekleştirilmiştir. Ön-test
son-test kontrol gruplu yarı deneysel araştırma deseninin uygulandığı çalışmada
Dinleme ve Konuşma derslerini kontrol grubu geleneksel yöntemle, deney grubu ise
ters-yüz öğrenme modeli ile işlemiştir. Bu uygulama sonrasında deney ve kontrol
grupları arasında ve grupların kendi içlerinde anlamlı bir fark olup olmadığına
bakılmıştır. Veriler Yansıtıcı Düşünme Anketi ve Marmara Yaratıcı Düşünme
Eğilimleri Ölçeği aracılığıyla toplanmıştır. Bunun yanı sıra, deney grubundaki
öğrencilerin hibrit eğitim ortamında uygulanan ters-yüz öğrenme modeli hakkındaki
görüşlerini ortaya çıkarmak için öğrencilerle yarı-yapılandırılmış bir görüşme
yapılmış ve elde edilen veriler içerik çözümlemesi ile değerlendirilmiştir. Nicel veri
sonuçları, kontrol grubu ile deney grubu arasında ön-test ve son-test verilerine göre
yansıtıcı ve yaratıcı düşünme becerilerinde anlamlı bir fark olmadığını ortaya
koymuştur. Ancak grupların kendi içlerindeki ön-test ve-son test verileri, ters-yüz
eğitimin deney grubu öğrencilerinin yansıtıcı düşünme becerilerine üç boyutta anlamlı
olumlu etkisi olduğunu, yaratıcı düşünme becerilerine ise anlamlı bir etkisi olmadığını ortaya koymuştur. Kontrol grubunun ön ve son-test verilerine göre, öğrencilerin
yansıtıcı düşünme becerilerinin bir boyutunda anlamlı fark görülmüş, yaratıcı
düşünme becerilerinde ise anlamlı bir fark görülmemiştir. Nitel veri sonuçları ise,
deney grubundaki öğrencilerin çoğunun ters-yüz öğrenme modelini oldukça faydalı
bulduklarını göstermiştir.
In this study, the effects of a flipped learning model supported by authentic videos on the reflective and creative thinking skills of English language learners in a hybrid education was examined. This research was carried out with 48 students in the preparatory school of a private foundation university in Konya. In this study, in which a quasi-experimental pre-test post-test control group design was implemented, Listening and Speaking lessons were taught in the control group with traditional teaching methods, while the experimental group was taught with flipped learning model. After the treatment process, it was examined whether there was a significant difference between the experimental and control groups and within the groups themselves. The data were collected through the Reflective Thinking Questionnaire and the Marmara Creative Thinking Tendencies Scale. In addition, a semi-structured interview was made with the experimental group students in order to find out their opinions about the flipped learning model in the hybrid education context. Their answers in the interview were evaluated by content analysis. The quantitative results of the pre and post tests revealed that there was no significant difference in reflective and creative thinking skills between the control group and the experimental group. However, according to the pre-test and post-test data within the groups themselves, it was revealed that while the flipped learning model had a positive effect on the reflective thinking skills of the students in the experimental group on three dimensions, there was no significant difference in their creative thinking skills. According to the pre-test and post-test data in the control group, there was a significant difference in one dimension of reflective thinking skills, and no significant difference in the creative thinking skills of the students. The qualitative data gathered through the content analysis showed that most of the students in the experimental group found the flipped learning model quite beneficial.
In this study, the effects of a flipped learning model supported by authentic videos on the reflective and creative thinking skills of English language learners in a hybrid education was examined. This research was carried out with 48 students in the preparatory school of a private foundation university in Konya. In this study, in which a quasi-experimental pre-test post-test control group design was implemented, Listening and Speaking lessons were taught in the control group with traditional teaching methods, while the experimental group was taught with flipped learning model. After the treatment process, it was examined whether there was a significant difference between the experimental and control groups and within the groups themselves. The data were collected through the Reflective Thinking Questionnaire and the Marmara Creative Thinking Tendencies Scale. In addition, a semi-structured interview was made with the experimental group students in order to find out their opinions about the flipped learning model in the hybrid education context. Their answers in the interview were evaluated by content analysis. The quantitative results of the pre and post tests revealed that there was no significant difference in reflective and creative thinking skills between the control group and the experimental group. However, according to the pre-test and post-test data within the groups themselves, it was revealed that while the flipped learning model had a positive effect on the reflective thinking skills of the students in the experimental group on three dimensions, there was no significant difference in their creative thinking skills. According to the pre-test and post-test data in the control group, there was a significant difference in one dimension of reflective thinking skills, and no significant difference in the creative thinking skills of the students. The qualitative data gathered through the content analysis showed that most of the students in the experimental group found the flipped learning model quite beneficial.
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Keywords
Ters-Yüz Öğrenme Modeli, Yansıtıcı Düşünme, Yaratıcı Düşünme, Web 2.0 Tools, Hibrit Eğitim, Flipped Learning Model, Reflective Thinking Skills, Creative Thinking Skills, Web 2.0 Tools, Hybrid Education
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Citation
Karakoç, H., (2023). The Effects of a Flipped Learning Model Supported with Authentic Videos on EFL Students' Reflective and Creative Thinking Skills in Hybrid Education Context. (Yüksek Lisans Tezi). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, Konya.
