Evaluating the Flipped Classroom Model Through the Multi-Complementary Approach

Abstract

This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

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“…También Sousa et al (2021) atribuyen a la metodología AI buenos resultados en las competencias soft: habilidades personales, sociales y de comunicación, que a su vez y de acuerdo con Robles (2012) son habilidades demandadas por los empleadores. Otros estudios publicados aportan evidencia sobre otras habilidades personales específicas también halladas en esta revisión sistemática como son la participación activa en el aula (Bao-Zhu Ge et al, 2020;Talan & Batdi, 2020;Xu et al, 2019); las habilidades para el autoaprendizaje (Barranquero-Herbosa et al, 2022;Sisi Li et al, 2020;Talan & Batdi, 2020;Turan & Akdag-Cimen, 2019); las habilidades para resolver problemas y pensar creativamente (Bao-Zhu Ge et al, 2020;Sisi Li et al, 2020;Talan & Batdi, 2020;Xu et al, 2019); el trabajo en equipo (Bao-Zhu 1 https://www.oecd.org/site/educeri21st/40756908.pdf Ge et al, 2020;Sisi Li et al, 2020;Xu et al, 2019); las habilidades comunicativas 2 (Bao-Zhu Ge et al, 2020;Sisi Li et al, 2020;Talan & Batdi, 2020;Turan & Akdag-Cimen, 2019;Xu et al, 2019); la capacidad de autogestionarse el tiempo (Talan & Batdi, 2020) y el incremento de la confianza (Barranquero-Herbosa et al, 2022). En la literatura se encuentran también otras habilidades que no se han constatado en esta revisión, como son la capacidad para vencer el miedo al fracaso (Talan & Batdi, 2020), la asistencia a clase (Kumar et al, 2017;Talan & Batdi, 2020), la resiliencia (Bao-Zhu Ge et al, 2020;Xu et al, 2019) y el dominio de las TIC (Turan & Akdag-Cimen, 2019).…”

Distance learning: studying the efficiency of implementing flipped classroom technology in the educational system

“…In addition, student attendance and activity during online classes have increased significantly. A Turkish study, the purpose of which was to investigate the factors influencing academic performance and academic engagement of students (Talan & Batdi, 2020;Talan & Gulsecen, 2019), divided 190 students into three groups: flipped classroom, blended learning, and traditional educational system. The students studied computer technologies.…”

Meta-Thematic Analysis of Flipped Classroom Applications

“…When the field is examined, the flipped class model in national and international studies increases the academic achievements of learners in many fields such as foreign languages, mathematics, social sciences, health sciences, and science (AlJaser, 2017;Alsancak Sırakaya & Özdemir, 2018;Aydin, 2016;Çakır & Yaman, 2018;Elian & Hamaidi, 2018;Hung, 2015;Kara & Gürpınar, 2018;Karabatak & Polat, 2019;Morgan, Nayci, Tireless, & Demirhan İşcan, 2017;Söğüt, 2019;Yestrebsky, 2015), attitudes towards the course (Gökdemir & Gazel, 2019;Kozikoğlu & Camuşcu, 2019) and their motivations (Alsancak Sırakaya, 2018;Aydın, 2016;Karabatak & Polat, 2019;Olakanmi, 2017;Şenel & Kahramanoğlu, 2018) in a positive way. In addition to studies on academic success, attitude, and motivation, it is seen that the number of studies that systematically reveal the research in this field and explain the subject trends is limited (O'Flaherty & Phillips, 2015;Aydın & Demirer, 2017;Özbay & Sarıca, 2019;Talan & Batdı, 2020;Yıldız, Sarsar & Çobanoğlu, 2017). Of these, 64 studies conducted between 2013 and 2019 were examined in Talan and Batdı's (2020) study.…”

“…In addition to studies on academic success, attitude, and motivation, it is seen that the number of studies that systematically reveal the research in this field and explain the subject trends is limited (O'Flaherty & Phillips, 2015;Aydın & Demirer, 2017;Özbay & Sarıca, 2019;Talan & Batdı, 2020;Yıldız, Sarsar & Çobanoğlu, 2017). Of these, 64 studies conducted between 2013 and 2019 were examined in Talan and Batdı's (2020) study.…”

“…Students come to the class knowing the subject and repeat and reinforce the knowledge they have already learned through various classroom processes (Çakmak & Karataş, 2020). Thus, they have the chance to learn actively and meaningfully by devoting their time in the classroom to collaborative learning, problem-solving, project-based work, discussion (FLP, 2014;Demirer & Aydın, 2017;Talan & Batdı, 2020). In this context, we can say that the flipped classroom model has transferred the responsibility of learning from teacher to student by making the student more active in the learning-teaching process.…”