The impact of digital citizenship instruction through flipped classroom model on various variables
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Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Anadolu University, Faculty of Communication Sciences
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
With the advent of portable technological devices such as mobile phones and tablets, online learning environments have become widespread at schools. This, in turn, has resulted in the emergence of a new learning environment: flipped classrooms. The flipped classroom could be defined as a modern learning environment where teaching content is presented to students through online sources outside the school. The present study examined the impact of digital citizenship instruction through the flipped classroom model on various variables such as learning performance, self-regulated learning, self-directed learning, and information literacy. The study employed a quasi-experimental research design in which pre-tests and post-tests were applied to both research and control groups. The participants were 59 teacher candidates who were freshman undergraduates at Bozok University. During a five-week implementation process, research group students performed certain activities related to digital citizenship while the control group learned digital citizenship via traditional methods. The results showed that the flipped classroom model had a significant effect on only learning performance. No difference were observed between research and control groups in terms of self-regulated learning, self-directed learning, and information literacy variables. © 2018, Anadolu University, Faculty of Communication Sciences. All rights reserved.
Açıklama
Anahtar Kelimeler
Digital citizenship, Flipped classroom, Information literacy, Learning performance, Self-directed learning, Self-regulated learning
Kaynak
Contemporary Educational Technology
WoS Q Değeri
Scopus Q Değeri
Q1
Cilt
9
Sayı
4
