Comparison of face-to-face and online flipped learning: academic achievement, epistemological and pedagogical beliefs

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dc.authorscopusid57059892800en_US
dc.authorscopusid55343548700en_US
dc.contributor.authorSahin, Seyma
dc.contributor.authorKilic, Abdurrahman
dc.date.accessioned2024-08-23T16:04:17Z
dc.date.available2024-08-23T16:04:17Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractPurposeThe ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.Design/methodology/approachThe study utilized a quasi-experimental research method that involves pre-test and post-test control groups.FindingsThe results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.Originality/valueAs distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.en_US
dc.identifier.doi10.1108/JARHE-09-2023-0434
dc.identifier.issn2050-7003
dc.identifier.issn1758-1184
dc.identifier.scopus2-s2.0-85187449929en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1108/JARHE-09-2023-0434
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14151
dc.identifier.wosWOS:001180863000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEmerald Group Publishing Ltden_US
dc.relation.ispartofJournal of Applied Research in Higher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAcademic achievementen_US
dc.subjectEpistemological beliefen_US
dc.subjectFace-to-face flipped learningen_US
dc.subjectOnline flipped learningen_US
dc.subjectPedagogical beliefen_US
dc.subjectClassroomen_US
dc.titleComparison of face-to-face and online flipped learning: academic achievement, epistemological and pedagogical beliefsen_US
dc.typeArticleen_US

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