The impact of digital citizenship instruction through flipped classroom model on various variables

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dc.authorscopusid57208305636
dc.authorscopusid57215830663
dc.contributor.authorHava, Kevser
dc.contributor.authorGelibolu, Mehmet Fikret
dc.date.accessioned2024-09-19T15:47:02Z
dc.date.available2024-09-19T15:47:02Z
dc.date.issued2018
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractWith 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.en_US
dc.identifier.doi10.30935/cet.471013
dc.identifier.endpage404en_US
dc.identifier.issn1309-517X
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85082024542en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage390en_US
dc.identifier.urihttps://doi.org/10.30935/cet.471013
dc.identifier.urihttps://hdl.handle.net/20.500.12483/14936
dc.identifier.volume9en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAnadolu University, Faculty of Communication Sciencesen_US
dc.relation.ispartofContemporary Educational Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDigital citizenshipen_US
dc.subjectFlipped classroomen_US
dc.subjectInformation literacyen_US
dc.subjectLearning performanceen_US
dc.subjectSelf-directed learningen_US
dc.subjectSelf-regulated learningen_US
dc.titleThe impact of digital citizenship instruction through flipped classroom model on various variablesen_US
dc.typeArticleen_US

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