|  ISSN: 2757-6116

Original article | Journal of Innovative Research in Teacher Education 2021, Vol. 2(1) 1-24

Google Classroom ile Ters Yüz Edilmiş (Flipped) Öğretmen Eğitimi

Erhan Yaylak

pp. 1 - 24   |  DOI: https://doi.org/10.29329/jirte.2021.342.1   |  Manu. Number: MANU-2101-18-0005.R1

Published online: April 29, 2021  |   Number of Views: 566  |  Number of Download: 1127


Abstract

Bu araştırma; Google Classroom uygulaması kullanılarak ters yüz edilmiş öğretim yöntemi ile öğretmen eğitiminin gerçekleştirilmesi amacıyla nitel araştırmaya uygun olarak fenomenoloji yöntemi çerçevesinde yürütülmüştür. Araştırma 2019-2020 eğitim-öğretim bahar yarı yılında bir devlet üniversitesinde “Eğitimde Teknoloji Kullanımı” ve “Sosyal Bilgiler Öğretimi” dersini alan öğretmen adayları ile yapılmıştır. Araştırmaya 15 kadın, 7 erkek olmak üzere 22 öğretmen adayı katılmıştır. Araştırma verileri, gönüllü öğretmen adaylarından yarı yapılandırılmış görüşme formu ile çevrimiçi olarak toplanmıştır. Elde edilen veriler betimsel ve içerik analizi yöntemiyle MaxQDA 2020 nitel veri analiz programı ile çözümlenmiştir. Çözümlenen veriler önceden oluşturulan tema ve kodlara göre düzenlenip görselleştirilerek sunulmuştur. Araştırma sonuçlarına göre; öğretmen adayları Google Classroom’u ödev teslim etme, not verme platformu, öğretmen ve öğrenci iletişimini sağlayan bir uygulama olarak tanımlamışlardır. Google Classroom’u kullanan öğretmen adayları kendilerini iyi hissettiklerini, mutlu olduklarını ve bu uygulamanın kullanışlı ve yararlı olduğunu ifade etmişlerdir. Dersler kapsamında verilen görevler ile ilgili olarak hızlı geri bildirim alma, hataları görme ve düzeltme konusunda yararlı olduğunu belirtilmiştir. Hem sınıf arkadaşlarıyla hem de öğretim üyesi ile karşılıklı, uzaktan ve kolay iletişim kurabildiklerini, öğretime katkısı olduğunu ve meslekî hayata başladıklarında kesinlikle kullanmak istediklerini ifade etmişlerdir.

Keywords: Google Classroom, Ters-Yüz Öğrenme, Öğretmen Eğitimi,


How to Cite this Article?

APA 6th edition
Yaylak, E. (2021). Google Classroom ile Ters Yüz Edilmiş (Flipped) Öğretmen Eğitimi . Journal of Innovative Research in Teacher Education, 2(1), 1-24. doi: 10.29329/jirte.2021.342.1

Harvard
Yaylak, E. (2021). Google Classroom ile Ters Yüz Edilmiş (Flipped) Öğretmen Eğitimi . Journal of Innovative Research in Teacher Education, 2(1), pp. 1-24.

Chicago 16th edition
Yaylak, Erhan (2021). "Google Classroom ile Ters Yüz Edilmiş (Flipped) Öğretmen Eğitimi ". Journal of Innovative Research in Teacher Education 2 (1):1-24. doi:10.29329/jirte.2021.342.1.

References

    Abazi-Bexheti, L., Kadriu, A., Apostolova-Trpkovska, M., Jajaga, E., & Abazi-Alili, H. (2018). LMS solution: Evidence of Google Classroom usage in higher education. Business Systems Research, 9(1), 31-43. DOI: 10.2478/bsrj-2018-0003

    Abdullah, M. H., Sulong, M. A., & Rahim, M., A. (2020). Development and validation of the music education teaching practice e-supervision system using the google classroom application. International Journal of Innovation, Creativity and Change, 11(10), 102-116. https://www.ijicc.net/images/vol11iss10/111014_Abdullah_2020_E_R.pdf (Erişim Tarihi: 09.01.2021).

    Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(4), 204–222. DOI: 10.1080/09588221.2017.1301958.

    Akayoğlu, S. (2019). Teaching CALL to pre-service teachers of English in a flipped classroom. Tech Know Learn. DOI: 10.1007/s10758-019-09428-3.

    Akgün, M. ve Atıcı, B. (2017). Ters-düz sınıfların öğrencilerin akademik başarısı ve görüşlerine etkisi. Kastamonu Eğitim Dergisi, 25(1), 329-344. https://dergipark.org.tr/tr/pub/kefdergi/issue/27737/309169

    Alia, S., & Hamtini, T. (2019). Designing and implementing an e-course using adobe captivate and Google Classroom: A case study. 2019 2nd International Conference on new Trends in Computing Sciences (ICTCS), Amman, Jordan, 1-6. DOI: 10.1109/ICTCS.2019.8923037.

    Alim, N., Linda, W., Gunawan, F., & Md Saad, M. S. (2019). The effectiveness of Google Classroom as an instructional media: A case of State Islamic Institute of Kendari, Indonesia. Humanities & Social Sciences Reviews, 7(2), 240-246. DOI: 10.18510/hssr.2019.7227

    Alper, A. ve Öztürk, S. (2019). Programlama öğretimindeki ters-yüz öğretim yönteminin öğrencilerin başarılarına, bilgisayara yönelik tutumuna ve kendi kendine öğrenme düzeylerine etkisi. Bilim Eğitim Sanat ve Teknoloji Dergisi, 3(1), 13-26.

    Azhar, K. A., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers’ perceptions. Prizren Social Science Journal, 2(2), 52-66. https://prizrenjournal.com/index.php/PSSJ/article/view/39 (Erişim Tarihi: 14.01.2021).

    Balan, P., Clark, M., & Restall, G. (2015). Preparing students for flipped or team-based learning methods. Education + Training, 57(6), 639-657. DOI: 10.1108/ET-07-2014-0088

    Ballew, T. D. (2017). Teacher perception of a technology based Google Classroom (Yayımlanmamış yüksek lisans tezi). Carson-Newman University, Tennessee.

    Başol, G., Yıldız, E., & Kocadağ Ünver, T. (2020). An action study on flipped classroom application in statistics teaching: Student views on the effectiveness of flipped classroom. Uluslararası Türk Eğitim Bilimleri Dergisi, 14, 1-14. DOI: 10.46778/goputeb.615639

    Bayarmaa, N., & Lee, K. (2018). A study on the application of Google Classroom for problem-based learning. Journal of the Korea Academia Industrial Coorparetion Society, 19(7), 81-87. DOI: 10.5762/KAIS.2018.19.7.81

    Baytiyeh, H. (2017). The flipped classroom model: When technology enhances professional skills. International Journal of Information and Learning Technology, 34(1), 51-62. DOI: 10.1108/IJILT-07-2016-0025

    Beaumont, K. (2018). Google Classroom: An online learning environment to support blended learning. Compass: Journal of Learning and Teaching, 11(2). DOI: 10.21100/compass.v11i2.837

    Bhat, S., Raju, R., Bikramjit, A., & D’Souza, R. (2018). Leveraging e-learning through Google Classroom: A usability study. Journal of Engineering Education Transformations, 31(3), 129–135. DOI: 10.16920/jeet%2F2018%2Fv31i3%2F120781

    Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. 120th American Society for Engineering Education Annual Conference and Exposition, 30, 1-18.

    Bolatlı, Z., & Korucu, A. (2020). Determining the academic achievement of students who use flipped classroom method supported by a mobile application and their views on collaborative learning. Bartın University Journal of Faculty of Education, 9(2), 229-251.

    Bondarenko, O., Mantulenko, S., & Pikilnyak, A. (2018). Google Classroom as a tool of support of blended learning for Geography students. AREdu.

    Chen Hsieh, J. S., Wu, W.-C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30, 1–21. DOI: 10.1080/09588221.2015.1111910.

    Creswell, J. W. (2014). Research design (G. Hacıömeroğlu ve Ş. B. Demir. Çev. Ed.). Ankara: Eğiten Kitap.

    Cristiano, K. L., & Triana, D. A. (2019). Google classroom as a tool-mediated for learning. J. Phys.: Conf. Ser. 1161, 12-20. DOI: 10.1088/1742-6596/1161/1/012020

    Çakır, E. ve Yaman, S. (2018). Ters yüz sınıf modelinin öğrencilerin fen başarısı ve bilgisayarca düşünme becerileri üzerine etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1), 75-99. http://www.gefad.gazi.edu.tr/tr/pub/issue/36713/342857 (Erişim Tarihi: 09.01.2021).

    Darmawan, E., Alamsyah, M. N. R., Permadani, K. G., Pamungkas, S. J., Prayoko, S., Sukmawati, I., Wahono, B., & Zamzami, M. R. A. (2019). Integrating Simas eric with google classroom: Enhancing biology students’ motivation and scientific writing. Biosfer: Jurnal Pendidikan Biologi, 12(1), 1-12, DOI: 10.21009/biosferjpb.v12n1.1-12

    Dash, S. (2019). Google Classroom as a learning management system to teach biochemistry in a medical school. Biochemistry and Molecular Biology Education, 47(4), 404-407. DOI: 10.1002/bmb.21246

    Deveci Topal, A., & Akhisar, Ü. (2018). Ters yüz öğrenme yaklaşımının öğrencilerin akademik başarılarına etkisi: Mikroişlemci/mikrodenetleyiciler II dersinin uygulaması. Kocaeli Üniversitesi Eğitim Dergisi, 1(2), 135-148. DOI: 10.33400/kuje.461041

    De Vynck, G. ve Bergen, M. (2020). Google sınıf kullanıcıları, karantinalar yayıldıkça ikiye katlandı. Boomberg, 11 Eylül, 2020’den alınmıştır. https://www.bloomberg.com/news/articles/2020-04-09/google-widens-lead-in-education-market-as-students-rush-online

    DiCicco, Kathleen M. (2016). The effects of Google Classroom on teaching social studies for students with learning disabilities. Theses and Dissertations. 1583. https://rdw.rowan.edu/etd/1583 (Erişim Tarihi: 09.01.2021).

    Dill, E. M. (2012). The impact of flip teaching on student homework completion, behavior, engagement, and proficiency. Armidale: University of New England.

    Er, E., Dimitriadis, Y., & Gašević, D. (2020). A collaborative learning approach to dialogic peer feedback: A theoretical framework. Assessment & Evaluation in Higher Education. Advance online publication. DOI: 10.1080/02602938.2020.1786497

    Erdoğan, E. ve Akbaba, B. (2019). Ters yüz edilmiş sınıf modeliyle ortaokul öğrencilerinin sosyal bilgiler dersi akademik başarılarının geliştirilmesi. Cumhuriyet International Journal of Education, 8(1), 193-213. DOI: 10.30703/cije.465095

    Fallon, J. (2016). Google Classroom for Third Grade Writing. Theses and Dissertations, 577. http://rdw.rowan.edu/etd/577 (Erişim Tarihi: 11.01.2021).

    Fisher, R. L., LaFerriere, R., & Rixon, A. (2020) Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International, 57(5), 543-554. DOI: 10.1080/14703297.2019.1635904

    Flipped Learning Network [FLN] (2014). The Four Pillars of F-L-I-P™. http://flippedlearning.org//site/Default.aspx?PageID=92 (Erişim Tarihi: 02.01.2021).

    Francom, G. M., Schwan, A., & Nuatomue, J. N. (2020). Comparing Google classroom and D2L Brightspace using the technology acceptance model. TechTrends, 1–9. DOI: 10.1007/s11528-020-00533-0

    Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17. https://files.eric.ed.gov/fulltext/EJ982840.pdf (Erişim Tarihi: 03.01.2021).

    Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. DOI: 10.1016/j.iheduc. 2004.02.001

    Gopalan, C., & Klann, M. C. (2017). The effect of flipped teaching combined with modified team-based learning on student performance in physiology. Adv Physiol Educ, 41(3), 363-367. DOI: 10.1152/advan.00179.2016. PMID: 28679573.

    Göğebakan-Yıldız, D. ve Kıyıcı, G. (2016). Ters yüz edilmiş sınıf modelinin öğretmen adaylarının erişilerine, üstbiliş farkındalıklarına ve epistemolojik inançlarına etkisi. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 14(3), 405-426. DOI: 10.18026/cbusos.70886

    Göğebakan-Yıldız, D., Kıyıcı, G., & Altıntaş, G. (2016). A research into the flipped classroom in terms of the academic achievement, and views of the prospective teachers. Sakarya University Journal of Education, 6(3), 186-200. DOI: 10.19126/suje.281368

    Gupta, A., Pathania, P. (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Educ Inf Technol, 26, 843–857. DOI: 10.1007/s10639-020-10294-1

    Harjanto, A. S., & Sumarni, S. (2019). Teachers’ experiences on the use of Google Classroom.  3rd English Language and Literature International Conference (ELLiC) Proceedings, 3, Semarang, Indonesia. https://jurnal.unimus.ac.id/index.php/ELLIC/article/view/4704/4231 (Access Date: 12.01.2021).

    Heggart, K. R., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3). DOI: 10.14221/ajte.2018v43n3.9

    Henukh, A., Rosdianto, H., & Oikawa, S. (2020). Implementation of Google Classroom as Multimedia Learning. Jurnal Ilmu Pendidikan Fisika, 5(1), 38-44. DOI: 10.26737/jipf.v5i1.1539.

    Hikmetiar, H., Sulisworo, S., & Wahyuni, M. E. (2020). Utilization of Google Classroom-based learning management system in learning. Jurnal Pendidikan Fisika, 8(1), 78-86. DOI: 10.26618/jpf.v8i1.3019

    Hikmawati, V. Y., & Suryaningsih, Y. (2020). Implementing blended-problem based learning through Google Classroom in biology learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 217-224. DOI: 10.22219/jpbi.v6i2.12112

    Hursen, C., & Beyoğlu, D. (2020). The effect of geography teaching curriculum enriched with virtual reality applications on teacher candidates’ ınterest for the course, achievement and the tendencies to utilise ınformation technologies. Postmodern Openings, 11(3), 73-94. DOI: 10.18662/po/11.3/200

    Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. J. Comput. Educ. 2, 449–473. DOI: 10.1007/s40692-015-0043-0

    Iftakhar, S. (2016). Google Classroom: What works and how?.  Journal of Education and Social Science, 3, 12-18. https://www.jesoc.com/wp-content/uploads/2016/03/KC3_35.pdf (Erişim Tarihi: 13.01.2021).

    Jakkaew, P. S. H., & Assawaboonmee, S. (2017). Deployment of Google Classroom to enhance SDL cognitive skills: A case study of introduction to information technology course. Internatioanl Conference on Digital Arts, Media and Technology. Chaing Mai, Thailand.

    Jian, Q. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. The Electronic Library, 37(5), 842-859. DOI: 10.1108/EL-02-2019-0024

    Johnson, B., & Christiensen, L. (2014). Educational reserach quantative, qualitative and mixed approaches: Mixed methods (A. Türkdoğan, Çev.). Ankara: Eğiten Kitap.

    Kara, C. ve Gürpınar, E. (2018). Ters yüz sınıf uygulamasında klinik öğrenme ikliminin değerlendirilmesi. Tıp Eğitimi Dünyası, 17(53), 24-40. DOI: 10.25282/ted.433132

    Karaoğlan-Yılmaz, F. G. (2020). Öğrenme analitiği geribildirimleri ile desteklenmiş ters-yüz öğrenme ortamının çeşitli değişkenler açısından modellenmesi. Bilgi ve İletişim Teknolojileri Dergisi, 2(1), 1-16.  https://dergipark.org.tr/tr/pub/bited/issue/54128/693779 (Erişim Tarihi: 13.01.2021).

    Kaya, D. (2018). Matematik öğretiminde ters yüz öğrenme modelinin ortaokul öğrencilerin derse katılımına etkisi. Sakarya University Journal of Education, 8(4), 232-249. DOI: 10.19126/suje.453729

    Kazi, M. M. A. G., & Shidhore, A. A. (2020). Google Classroom sessions as a modern e-learning tool for the second year undergraduate dental students – A questionnaire feedback study. Int J Med Sci Public Health, 9(7), 401-406.   DOI: 10.5455/ijmsph.2020.06104202008072020

    Keller, J. M. (2008). First principles of motivation to learn and e3‐learning. Distance education, 29(2), 175-185. DOI: 10.1080/01587910802154970

    Kumar, J. A., Bervell, B. (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Educ Inf Technol, 24, 1793–1817. DOI: 10.1007/s10639-018-09858-z

    Mai, T. T. (2019). Evaluating Google Classroom in teaching and learning writing at Ho Chi Minh City University of technology. GEN TEFL Journal, 4. https://gentefl.weebly.com/uploads/6/5/6/9/65696003/evaluating_google_classroom_in_teaching_and_learning_writing....pdf Erişim Tarihi: 13.01.2021).

    Maheshwari, P., & Seth, N. (2019). Effectiveness of flipped classrooms: A case of management education in central India. International Journal of Educational Management, 33(5), 860-885. DOI: 10.1108/IJEM-10-2017-0282

    Martínez-Jiménez, R., & Carmen Ruiz-Jiménez, M. (2020). Improving students’ satisfaction and learning performance using flipped classroom. The International Journal of Management Education, 18(3). DOI: 10.1016/j.ijme.2020.100422

    Ma’ruf, A. S., Wahyu, W., & Sopandi, W. (2020). Colloidal learning design using radec model with stem approach based Google Classroom to develop student creativity. Journal of Educational Sciences, 4(4), 758-765. DOI: 10.31258/jes.4.4.p.758-765

    McCallum, S., Schultz, J., Sellke, K., & Spartz, J. (2015). An examination of the flipped classroom approach on college student academic involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42-55. (ERIC numarası: EJ1069793).

    Miles, M. B., & Huberman, A. M. (2016). Nitel veri analizi (S. Akbaba Akgül ve A. Ersoy, Çev.). Ankara: Pegem Akademi Yayıncılık.

    Miller, A. (2012). Five best practices for the flipped classroom. Edutopia. https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller (Erişim Tarihi: 12.01.2021).

    Molnar, K. K. (2017). What effect does flipping the classroom have on undergraduate student perceptions and grades?. Educ Inf Technol, 22, 2741–2765. DOI: 10.1007/s10639-016-9568-8

    Muir, T. (2017). Flipping the mathematics classroom: affordances and motivating factors. The Mathematics Educator, 17, 105-130. http://math.nie.edu.sg/ame/matheduc/tme/tmeV17_1/paper5.pdf (Erişim Tarihi: 11.01.2021).

    Nacaroğlu, O. (2020). Özel yetenekli öğrencilerin ters yüz öğrenme modeline yönelik hazırbulunuşluklarının farklı değişkenler açısından incelenmesi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 51-66. DOI: 10.31592/aeusbed.661838

    Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. DOI: 10.1080/02602938.2013.795518

    Nanthinii, M. (2020). A study of Google Classroom as an effective LMS to improve the LSRW skills Of ESL learners. International Journal of Scientific & Technology Research, 9, 1116-1119.

    Nizal, I., Shaharanee, M., Jamil, J. M., Syamimi, S., & Rodzi, M. (2016). The application of Google Classroom as a tool for teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), 8–11. https://core.ac.uk/download/pdf/78487287.pdf (Erişim Tarihi: 11.01.2021).

    Ocampo, J. F. G., Quevedo, J. A. C., Perez, C. A. O., & Castillo, B. Y. M. (2017). Analysis of the use of Google Classroom, in the students of System Engineering of the Instituto Tecnologico de Mexicali. European Journal of Multidisciplinary Studies, 2(7), 60-62. DOI: 10.26417/ejms.v6i2.p60-62

    O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. DOI: 10.1016/j.iheduc.2015.02.002

    Okmawati, M. (2020). The use of Google Classroom during pandemic. Journal of English Language Teaching, 9(2), 438-443. DOI: 10.24036/jelt.v9i2.109293

    Öztürk, M. ve Çakıroğlu, Ü. (2018). Ters yüz edilmiş yabancı dil sınıfında öğrencilerin öz-düzenleyici öğrenme becerileri ve akademik başarıları arasındaki ilişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 21-35. DOI: 10.17679/inuefd.298059

    Pham, T. N., Lin, M., Trinh, V. Q., & Bui, L. T. P. (2020). Electronic peer feedback, efl academic writing and reflective thinking: Evidence from a confucian context. SAGE Open 10(1), 1-20. DOI: 10.1177/2158244020914554

    Patton, M., Q. (2014).  Nitel araştırma ve değerlendirme yöntemleri (Bütün, M. ve Demir, S., B. Çev. Ed.). Ankara: Pegem Akademi.

    Puspitasari, E. D. T., Surjono, H. D., & Minghat, A. D. (2018). Utilizing web based learning as 21st century learning media for vocational education. International Journal of Engineering and Technology (UAE), 7(4), 157–160. DOI: 10.14419/ijet.v7i4.33.23522

    Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model ıntegrated with LMS-Google Classroom for senior high school Students. Journal for the Education of Gifted Young Scientists, 7(2), 137-158.  DOI: 10.17478/jegys.548350

    Reyna, J. (2015). Active learning and the flipped classroom. Training ve Development, 30-31. 

    Ristanto, R. H. (2011). Pembelajaran biologi berbasis inkuiri terbimbing dengan multimedia danlingkungan riil terhadap prestasi belajar. Educatio, 6(1), 53-68. DOI:10.29408/edc.v6i1.23

    Prastiyo, W., Djohar, A., & Purnawan, P. (2018). Development of Youtube integrated google classroom based e-learning media for the light-weight vehicle engineering vocational high school. Jurnal Pendidikan Vokasi, 8(1), 53-66. DOI: 10.21831/jpv.v8i1.17356.

    Pritasari, A. C., & Jumadi, J. (2018). Development of science learning tool based on problem based learning with Google Classroom to improve argumentation skill. Biosaintifika: Journal of Biology & Biology Education, 10(2), 348-355.  DOI: 10.15294/biosaintifika.v10i2.14320.

    Rosita, N., Saun, S., & Mairi, S. (2019). Google Classroom for hybrid learning in senior high school. Journal of Learning and Teaching in Digital Age, 5(1), 35–41.

    Saldaña, J. (2016). The coding manual for qualitative researchers. Los Angeles, CA: Sage.

    Sams, A., & Bergmann, J. (2014). Flipped learning: Gateway to student engagement. International Society for Technology in Education (ISTE).

    Schwarzenberg, P., Navon, J., Nussbaum, M., Pérez-Sanagustín, M., & Caballero, D. (2018). Learning experience assessment of flipped courses. Journal of Computing in Higher Education, 30(2), 237-258. DOI: 10.1007/s12528-017-9159-8

    Shahroom, A. A., & N. Hussin. (2018). Industrial revolution 4.0 and education. International Journal of Academic Research in Business and Social Sciences, 8(9), 314-319. DOI: 10.6007/IJARBSS/v8-i9/4593

    Sholikh, M. N., Sulisworo, D., & Maruto, G. (2019). Effects of cooperative blended learning using google classroom on critical thinking skills. Proceedings of the 6th International Conference on Community Development (ICCD 2019). DOI: 10.2991/iccd-19.2019.86

    Singh, N. (2020). A little flip goes a long way—The impact of a flipped classroom design on student performance and engagement in a first-year undergraduate economics classroom. Educ. Sci, 10, 319. DOI: 10.3390/educsci10110319

    Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demograhically different groups perceptions. Computers in Human Behavior, 60, 514–524. DOI: 10.1016 / j.chb.2016.02.056

    Söğüt, M. ve Polat, S. (2020). Ters-yüz sınıf modelinin etkin vatandaşlık öğrenme alanının öğretiminde kullanılmasının öğrencilerin akademik başarılarına etkisi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 15(24), 2472-2504. DOI: 10.26466/opus.658882

    Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute.  (ERIC Number: ED535180)

    Sukmawati, S., & Nensia, N. (2019). The role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142-145. DOI: 10.29103/ijevs.v1i2.1526

    Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students' self-regulation. British Journal of Educational Technology, 48(3), 713–729. DOI: 10.1111/bjet.12444

    Talan, T. ve Gülseçen, S. (2019). Dönüştürülmüş sınıf modeline ilişkin öğrenci görüşlerinin incelenmesi. Yükseköğretim Dergisi, 9(3), 353-368. DOI: 10.2399/yod.18.048

    Talley, C. P., & Scherer, S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a 'Flipped' STEM course. Journal of Negro Education, 82(3), 339–347. DOI: 10.7709/jnegroeducation.82.3.0339

    Tekin-Poyraz, G. ve Özkul, A. (2019). Bir öğrenme ortamı olarak Google Sınıf’ın incelenmesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 5(3), 8-27.

    Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113–126. DOI: 10.1016/j.compedu.2017.01.003

    Triyanto, S. A., Susilo, H., & Rohman, F. (2016). Penerapan blended-problem based learning dalam pembelajaran biologi. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 1(7), 1252–1260. DOI: 10.17977/jp.v1i7.6526

    Tsai, M. N., Liao, Y. F., Chang, Y. L., & Chen, H. C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity, 38. DOI: 10.1016/j.tsc.2020.100747

    Turan, Z., & Goktas, Y. (2016). The Flipped Classroom: instructional efficency and impact of achievement and cognitive load levels. Journal of e-Learning and Knowledge Society, 12(4), 51–62.

    Westermann, E. B. (2014). A half-flipped classroom or an alternative approach?: Primary sources and blended learning. Educational Research Quarterly, 38(2), 43-57. (ERIC Number: EJ1061950).

    Valverde-Berrocoso, J., Garrido-Arroyo, M. del C., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in educational research about e-Learning: A systematic literature review (2009-2018). Sustainability (Switzerland), 12(12), 1–23. DOI: 10.3390/su12125153

    Ventayen, R. J., Estira, K. L., Guzman, M., Cabaluna, C. M., & Espinosa, N. N. (2017). Usability evaluation of Google Classroom: Basis for the adaptation of GSuite e-learning platform. Asia Pacific Journal of Education, Arts and Sciences, 5(1). 47-51.

    Yaylak, E. (2019a). Öğretim teknolojiler bağlamında eğitimde sosyal medya araçlarının kullanımı. Ankara: Eğiten Kitap.

    Yaylak, E. (2019b). The attitudes and opinions of prospective teachers towards the use of technology in education, International Journal of Education Technology and Scientific Researches, 4(9), 149-175. DOI: 10.35826/ijetsar.20

    Yılmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260. DOI: 10.1016/j.chb.2016.12.085.

    Yorgancı, S. (2020). Matematik derslerinde öğrenci performansını artırmaya yönelik bir ters yüz öğrenme modeli. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 348-371. DOI: 10.17522/balikesirnef.657197

    Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped calculus: A study of student performance and perceptions. PRIMUS, 25(9–10), 847–860. DOI: 10.1080/10511970.2015.1031305