The effect of the flipped classroom model on learners’ academic achievement, attitudes and social presence

Abstract

Flipped learning reverses the traditional teacher-centered understanding of education and provides a more active learning experience. In the traditional understanding of education, the teaching of a topic is carried out in a classroom setting using a teacher-centered approach, while its assimilation is carried out by learners outside the classroom through activities such as homework. The flipped learning approach is a model in which learners study prepared content before courses, generally at their homes, and assimilate the topic in the classroom through various activities. A well-designed learning process enables learners to develop positive affective attitudes and to increase their perception of social presence, which positively affects academic achievement. This study aimed to design a face-to-face course using the flipped classroom model and to investigate this course on learners’ academic achievement, their attitudes towards e-learning and their perception of social presence in e-learning environments. This study was designed as a pretest/posttest with no control group study. The results indicated that the flipped classroom model has a significant effect on these three different dependent variables. As a consequence, instead of the traditional face-to-face learning model, educators can use the flipped classroom model in which learners are more active and can get more support.