Akademik Veri Yönetim Sistemi
Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments, Durak Gürkan,Çankaya Serkan, Editör, IGI Global, New York, ss.159-177, 2022
Most of the educational activities moved to online learning environments during the COVID-19 outbreak. The e-flipped classroom model is one of the learning strategies proposed by several researchers to make online instruction more engaging and effective. It is not more than the conventional flipped classroom, but it is the adaptation of that model to the online learning contexts. It includes three instructional phases: pre-class, in-class, and after-class online learning activities. Learners first experience the content—mainly in video lectures—before the live classes. The in-class activities generally include discussion sessions via videoconferencing tools to improve the cognitive skills of learners. Finally, learner performance is assessed after the live classes. These phases should be carefully designed to meet the desired learning outcomes in the e-flipped model. To do so, educators should consider the arguments of several theoretical orientations. This chapter focuses on the e-flipped classroom, an emerging method in online instruction, from different perspectives.