T. Öztürk1, T. Karademir1, G. Karaoğlan Yılmaz2, R. Yılmaz2

1Ankara University (TURKEY)
2Bartın Universty (TURKEY)
In line with the advancements in Information and Communication Technologies, new instructional approaches have emerged in the field of education. Flipped classroom (FC) model is considered as an innovative teaching method among these approaches. According to the model, students get ready to their courses online before their face to face class and beyond getting ready, the model help them learn the course content in online settings. Then, the face to face course is usually designed so as to enable students to fulfil advanced practical learning tasks. Thus, the students take an active place in the education process. Thanks to the FC model, the tutors could have enough time to advance the course; the students are enabled to learn the course content even if they could not attend the course or to review the course after attending the course. However, we do not know yet whether the model is helpful for saving students' time, for self-learning and whether the students are happy with this new approach. Therefore, in the present study, we designed a course titled "Computing I" based on the flipped classroom model and worked with 221 students who are teacher candidates at the Faculty of Education in Turkey. By adopting quantitative method, through a questionnaire which we developed, we investigated whether the model helped the students learn by themselves, saved their time and whether students were happy with the model in general terms. The results of the study will be discussed along with recommendations for practitioners and researchers.

This research was supported by the Scientific Research Projects Commission of Bartin University, Turkey. (Project No: 2014-SOS-A-003).