Using the Flipped Classroom Model in the History Course: A Learning Experience

Abstract

The flipped classroom model is an educational model in which students study at their homes and reinforce their knowledge in the classroom with exercises and activities. This model is currently being used by many Turkish schools, especially the ones that give information technologies education. In this study, it is aimed to understand the learning experience by using this model in history lessons in higher education. For research purposes, 5 weeks long program was modified according to the Flipped Classroom (FC) model. This program was implemented and the views and opinions of the participants were collected with a semistructured questionnaire. The study group is comprised of students that took Ataturk's Principles and the History of the Turkish Revolution (APHTR) Course during the 2016-2017 fall period at Gazi University in Turkey. Phenomenological analysis was used for data analysis. The results show that the most of the participants see many opportunities in this model. These include the permanent learning, entertaining lessons, interaction, functionality, and high motivation. But the model also poses challenges. Those challenges are problems regarding the long educational videos, wrong content, technical problems, and activities. The participants recommended videos to include more animation and to be shorter, and activities to be improved.

An Exploration into the Impact of Flipped Classroom Model on Cadets’ Problem-Solving Skills: A Mix Method Study

“…Flexible use of video lectures without being limited by space and time positively impacts students. The characteristics of the flipped classroom are under current student learning demands, which must be adapted to their abilities and speed (Erol Sahin, 2020;Khasawneh, 2022). In several references, the flipped classroom model is considered capable of improving students' critical thinking skills both inside and outside the classroom, the level of knowledge acquisition, and other essential skills (Kellinger, 2012;Maldonado Berea et al, 2019;Masadeh, 2021).…”