%0 Journal Article
%T A Theoretical Analysis of Flipped Learning
%A Ali ORHAN
%A Fahriye HAYIRSEVER
%J -
%D 2018
%X In this study, it is aimed to make theoretical analysis of flipped learning about its basic characteristics and teaching-learning theory and approaches which flipped learning is based on. Theoretical information about flipped learning is discussed elaborately within the frame of some questions. This study is a narrative literature review. Flipped learning can be defined as student centered pedagogical approach which offers active learning environments in which students use high order thinking skills. With this model, direct instruction are done outside the class via technological devices and in class time is transformed into more dynamic and interactive environment with the guide of teacher. Flipped learning, which is based on a lot of teaching-learning theories and approaches such as self determination theory, cognitive load theory, self-regulated learning, constructivism and active learning, has many upper hand features agaist tradional learning. The time, which is spent with the teaching of new content in tradional learning, is used for independent practice activities which aim to develop high order thinking skills in flipped learning. Besides, in literature, there are many studies which say that flipped learning has positive effect on students¡¯ academic achievement, motivation, attitude and high order thinking skills. Flipped learning should be studied more and its practical examples should be increased and more common
%K ters y¨¹z edilmi£¿ £¿£¿renme
%K harmanlanm£¿£¿ £¿£¿renme
%K 21. y¨¹zy£¿l becerileri
%K derleme makale
%U http://dergipark.org.tr/mersinefd/issue/36769/431745