Nilgün Tosun

Bio: Nilgün Tosun is an academic researcher. The author has contributed to research in topics: Web 2.0 & Learning environment. The author has an hindex of 1, co-authored 1 publications receiving 6 citations.

Implementation of web 2.0-supported flipped learning in the learning management systems course: an experience from turkey

Abstract: Due to rapidly developing technology, the learning needs of the new generation have begun to vary, leading to an equally rapid renewal in learning and instruction. Renewal has emerged in the form of hardware and software integrated into education and the testing of new methods and models. Flipped learning is one of the new methods that have become popular especially in recent years. The model, which reverses traditional learning and instruction processes, is based on learning that can take place both, at home and in the classroom. Short videos and class notes prepared by the instructor to facilitate learning are shared with students through an online platform. In the classroom, individual and group activities are carried out to monitor learning and are focused on the areas that students are lacking in. Just as in flipped learning, Internet technologies are also a powerful tool for instructors in traditional learning. Thanks to the wide variety of Web 2.0 technologies that the new generation are familiar with, they are easily integrated into education. This study aims to encourage the integration of Web 2.0-supported flipped learning in the Learning Management Systems course and provide the views of students regarding the model. With this objective in mind, a content analysis through qualitative approach with an 11-week application was carried out with 55 thirdyear students in the Department of Computer and Instructional Technologies Education under the Faculty of Education at Trakya University, Edirne, Turkey. During the application, two Web 2.0 tools, Padlet and Facebook, were used to support instruction. At the end of the semester, students were asked to fill out a Course Evaluation Form which was prepared by the researcher and consisted of 6 open-ended questions. According to the result, majority of the students expressed positive views on the use of Padlet and Facebook in classroom. Findings indicated that flipped learning help students in sharing ideas and information with peers. Moreover, flipped learning generates an active teaching- learning environment which allows students to come to class with preparations on the lesson. The findings have been discussed through evaluation within the context of Technology Acceptance Model. Keywords

공학교육에서 Flipped Learning 적용

Abstract: For a growing number of schools and districts, the hottest thing in education improvement is "flipped learning," the idea that technology, properly exploited, can push a lot of basic learning outside school walls, creating room and time for deeper, more personalized instruction within. Though details vary considerably, a flipped classroom is fundamentally about upending time on task. Instead of holding forth at the front of a classroom—the traditional notion of the "sage on a stage"—teachers convert their lectures to videos, slide shows, or audio lessons that can be watched by students at home or elsewhere via the Internet or other information transfer tools, such as DVDs and thumb drives. With lectures out of the classroom, teachers are free to use time during the school day for more individualized instruction, labs, and projects to promote and motivate deeper learning. In the parlance of flipped-learning advocates, teachers become "guides on the side," shepherding students in charge of their own learning. "The difference I see is that I am not collecting pieces of paper from students to indicate that they have 'done their homework,'" says Dalia Zygas, a 30-year veteran who flipped her chemistry class at West Leyden High School in Northlake, IL.

Research Trends in Flipped Classroom: A Systematic Review

Abstract: Various systematic reviews were conducted to provide a valuable insight into the flipped classroom research trend. However, these reviews ignored the examination of the flipped classroom studies with regard to the information system (IS) theories or models. Based on the previous assumption, the main objective of this study is to review and synthesize the flipped classroom studies related to the IS theories or models based on 15 articles that were published between 2014 and 2018. The significant findings indicated that evaluating the students’ and teachers’ perceptions towards the usage of the flipped classroom was the main research purpose among all the analyzed studies. Besides, questionnaire surveys were regarded as the dominant method for data collection. Additionally, most of the analyzed flipped classroom articles achieved positive research outcomes. Moreover, the Technology Acceptance Model (TAM) was found as the most common model used for examining the students’ and academics’ acceptance of the flipped classroom. Furthermore, the majority of the analyzed flipped classroom research articles were conducted in China, followed by Turkey, Taiwan, and Malaysia, respectively. To that end, the results of this study deepen our knowledge and understanding of the flipped classroom studies related to the IS theories or models and enlarge our picture regarding the beneficial trends for future work.

Mediating effect of behavioural intention on podcast acceptance.

Abstract: This research contributes to knowledge in mediating effect of lecturers' behavioural intention towards the acceptance of podcasts technology in universities. A cross-sectional quantitative research design was involved in this study. Also, a total of eight hundred and twenty-nine (829) lecturers participated in this research from three different south-west Nigeria Federal universities. The research instrument was titled lecturer's acceptance questionnaire (LAQ) with a calculated Cronbach's alpha of .919, which confirmed the instrument validity. The gathered data was analysed by using both descriptive and inferential statistics. The formulated hypothesis was tested at .05 level of significance. The result from descriptive analysis of data suggested that behavioural intention was at a low level among lecturers and the results of hypothesis testing revealed the effect of behavioural intention as partial mediator of podcast acceptance. Based on these findings relevant conclusions and recommendations were suggested in this research.

Digital Literacy, CALL and Flipped Learning : An overview of technology use surveys and a rationale for the development of Flipped Learning-based CALL courses that enhance learning and digital skills

Abstract: Digital media and technology are increasingly mediating language and communication within and across cultures in our digital societies. This includes education. We need to understand the disconnect that exists between the traditional classroom methodologies and how technology is transforming education and society in the 21st Century. Sustainable literacy and digital literacy skills are more integral to the success and development of knowledge-based societies, emerging new economies and a growing number of service-based