IMPLEMENTATION OF WEB 2.0-SUPPORTED FLIPPED LEARNING IN THE LEARNING MANAGEMENT SYSTEMS COURSE: AN EXPERIENCE FROM TURKEY

Abstract

Due to rapidly developing technology, the learning needs of the new generation have begun to vary, leading to an equally rapid renewal in learning and instruction. Renewal has emerged in the form of hardware and software integrated into education and the testing of new methods and models. Flipped learning is one of the new methods that have become popular especially in recent years. The model, which reverses traditional learning and instruction processes, is based on learning that can take place both, at home and in the classroom. Short videos and class notes prepared by the instructor to facilitate learning are shared with students through an online platform. In the classroom, individual and group activities are carried out to monitor learning and are focused on the areas that students are lacking in. Just as in flipped learning, Internet technologies are also a powerful tool for instructors in traditional learning. Thanks to the wide variety of Web 2.0 technologies that the new generation are familiar with, they are easily integrated into education. This study aims to encourage the integration of Web 2.0-supported flipped learning in the Learning Management Systems course and provide the views of students regarding the model. With this objective in mind, a content analysis through qualitative approach with an 11-week application was carried out with 55 thirdyear students in the Department of Computer and Instructional Technologies Education under the Faculty of Education at Trakya University, Edirne, Turkey. During the application, two Web 2.0 tools, Padlet and Facebook, were used to support instruction. At the end of the semester, students were asked to fill out a Course Evaluation Form which was prepared by the researcher and consisted of 6 open-ended questions. According to the result, majority of the students expressed positive views on the use of Padlet and Facebook in classroom. Findings indicated that flipped learning help students in sharing ideas and information with peers. Moreover, flipped learning generates an active teaching- learning environment which allows students to come to class with preparations on the lesson. The findings have been discussed through evaluation within the context of Technology Acceptance Model.
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