RETHİNKİNG CLASSROOMS: A COMPREHENSİVE ANALYSİS OF POSTGRADUATE THESES ON THE FLİPPED CLASSROOM MODEL İN TURKEY

Abstract

This study examines the descriptive features, research designs, thematic distributions, and citation characteristics of the postgraduate theses on the Flipped Classroom Model (FCM) in Turkey. Within this context, 117 postgraduate theses submitted between 2014 and 2020 were analyzed in terms of their types, number of pages, publication language and year, relevant institutions, research methods, keywords, subject areas, effects and disadvantages of the model, and citation characteristics (number of citations, frequently cited journals, articles, books, authors). Content and citation analyses were employed to analyze the data of the study. The findings showed that most of the postgraduate studies were submitted at Gazi University and were carried out in a mixed research design. It has been also revealed that the most frequent keywords were “FCM”, “academic achievement” and “teaching English as a foreign language”. Moreover, it was determined that the FCM is a teaching method that is frequently used in language education and preferred by different academic fields of educational sciences. So, the model has been seen to have a positive effect on the learning environment in terms of academic achievement, motivation, permanent learning, and classroom interaction. However, it has been also determined that there are disadvantages such as the lack of digital competencies of teachers and students during the process and the cost in terms of time and technological infrastructure. In addition, it has been also revealed that the UK-labeled Computers & Education magazine directed the intellectual interest of the field and shaped the cognitive structure of researchers from the USA such as Jonathan Bergmann, Aaron Sams, Jeremy Strayer.