FLIPPING YOUR FACE-TO-FACE CLASSROOM

One of the most discussed topics in the literature is that learners are passive participants in the learning environments where traditional teaching methods are used. When students take more responsibilities in their learning process, permanent learning occurs. In this context, different teaching models are constantly being investigated by the teachers. One of these models is the flipped classrooms. The flipped classrooms transform pure-content delivery into out-of-class activities while homework or group activities become in-class activities. The use of such practices in face-to-face courses is crucial for the students to get ready for their courses and take more responsibilities in learning activities. In this context, the purpose of this study is to present a case study that focuses on how to transform a face-to-face course into a blended structure in the learning management system and design it according to the flipped classroom model. In the first step, the syllabus was created in the learning management system, which included the introduction of the course, communication preferences, group structure and method of teaching. At the same time, topics that will be presented each week, additional sources and assessment approach were involved in the syllabus. In the second step, content of each week was determined. An orientation session was provided to the learners on the first week of the course. In the orientation, a pre-test encompassing the content of the course was applied for diagnostic purposes to determine the preliminary knowledge of the learners. According to this pretest, students were divided into heterogeneous groups. The content of each week were prepared by the instructor of the course. Assessment tools related to the content was designed and assignments were set up for each week. Students were expected to study on the learning materials in the learning management system and do their assignments in groups in the classroom. The instructor permanently assisted the students in the classroom by answering their questions. The students reported that they were generally satisfied with this flipped classroom model. They reported that they had the opportunity to participate in their learning process actively. In the presentation, challenges and opportunities while transforming a face-to-face course into a flipped classroom model will be discussed in the context of the relevant literature, experiences of the learners and the course instructor in the designed case study.