A Mixed Method Study On The Examination Of Instructor Self-Efficacy Perception And Views In Flipped Learning

  • Tolga Çay Çağ University Turkey
Keywords: Flipped learning, flipped classroom, self-efficacy, blended learning, foreign language

Abstract

The aim of this study is to examine the self-efficacy perceptions of lecturers in flipped learning and opinions of prep school lecturers about their self-efficacy in flipped learning. Convergent parallel design, one of the mixed research methods, is employed in the study. The study group consists of 31 Turkish lecturers who work at the School of Foreign Languages at Çağ University. The quantitative data of the research was obtained through the Flipped Learning Teacher Self-Efficacy Scale. Qualitative data was collected by open-ended questions form developed by the researcher. As a result of the study, it was concluded that the flipped learning self-efficacy perceptions of the preparatory school lecturers were at a high level. In addition, the lecturers stated in their views that their self-efficacy in flipped learning and technology use was at a certain level, but they have to continuously improve.

References

Abedi, P., Namaziandost, E., & Akbari, S. (2019). The Impact Of Flipped Classroom Instruction On Iranian Upper-Intermediate Efl Learners' Writing Skill. English Literature and Language Review, 59, 164-172. doi:10.32861/ellr.59.164.172

Akdağ, H., & Çoklar, A. . (2009). ݬlköğreti¬m 6. Ve 7. Sınıf öğrenci¬leri¬ni¬n sosyal b¬ilgi¬ler ders¬ proje ve performans görevleri¬n¬i hazırlarken yararlandıkları kaynaklar, interneti¬n yer¬ ve karşılaştıkları güçlükler. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi , (2).

Alpar, C. R. (2014). Uygulamalı İstatistik ve Geçerlik-Güvenilirlik (3rd ed.). Ankara: Detay Yayıncılık.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Benzer, F. (2011). İlköğretim Ve Ortaöğretim Kurumlarında Görevyapan Öğretmenlerin Öz Yeterlik Algılarının Analizi(An Analysis On The Sense Of Self Efficacy Of The Teachers Working İn Primary And High Schools). Unpublished Master Dissertation, Selçuk University, Konya, Turkey.

Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal Programs supporting educational change. Vol. VII Factors affecting implementation and continuation.

Çoknaz, D., & Aktağ, I. (2017). Analysis Of Computer Self-Efficacy Of Turkish Undergraduate Students İn The Sport Management Departments. Educational Research and Reviews, 12(7), 387–393.

Creswell, J. W. & Clark, V. L. P. (2014). Designing Conducting Mixed Methods Research. Thousand Oaks, CA: Sage.

Çakıcı, D. (2015). Autonomy in Language Teaching Process. İnönü University Journal of the Faculty of Education. 16(1), 31-42.

Çeli̇k, E, Yıldırım, S, & Yıldırım, G. (2018). Uygulayicilarin ters yüz edilmiş sinif uygulamalarina yönelik deneyimleri. Eğitim teknolojisi kuram ve uygulama, 8(2), 192-211. DOI: 10.17943/etku.390905

Çukurbaşı, B, & Kıyıcı, M. (2017). Preservice Teachers’ Views About Flipped Classroom Model. Bayburt Eğitim Fakültesi Dergisi , 12 (23) , 87-102.

Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring Teachers' Self-Efficacy Beliefs: Development And Use Of The TEBS-Self. Teaching and Teacher Education, 24(3), 751–766.

Evseeva, A., & Solozhenko, A. (2015). Use Of Flipped Classroom Technology İn Language Learning. Procedia-Social and Behavioral Sciences, 206, 205-209.

Hoy, A. W. (2000). Changes İn Teacher Efficacy During The Early Years Of Teaching. Paper Presented At The Annual Meeting Of The American Educational Research Association, New Orleans.

Kazazoğlu, S. (2013). Türkçe Ve İngilizce Derslerine Yönelik Tutumun Akademik Başarıya Etkisi. Eğitim Ve Bilim. 38,170: 294-307.

Köroğlu, Z. Ç., & Çakır, A. (2017). Implementation Of Flipped Instruction İn Language Classrooms: An Alternative Way To Develop Speaking Skills Of Pre-Service English Language Teachers. International Journal of Education and 79 Development using Information and Communication Technology (IJEDICT), 13,2, 42-55.

Lee, G., & Wallace, A. (2017). Flipped Learning In The English As A Foreign Language Classroom: Outcomes And Perceptions. TESOL Quarterly, 52(1), 62-84. doi:10.1002/tesq.372

Li, Q. (1999). Teachers’ Beliefs And Gender Differences In Mathematics: A review. Educational Research, 41(1), 63-76.

Li, S., & Suwanthep, J. (2017). Integration Of Flipped Classroom Model For Efl Speaking. International Journal of Learning and Teaching. 3,2, 118-123.

Lo, C. K., & Hew, K. F. (2018). A Comparison Of Flipped Learning With Gamification, Traditional Learning, And Online İndependent Study: The Effects On Students’ Mathematics Achievement And Cognitive Engagement. Interactive Learning Environments, 28(4), 464-481. doi:10.1080/10494820.2018.1541910

Miles, M. B., & M. Huberman (1994). Qualitative Data Analysis: A Sourcebook of New Methods. Beverly Hills, CA: Sage Publications.

Miller, A. (2012). Re: Five Best Practices for the Flipped Classroom. Edutopia.

Namaziandost, E., & Çakmak, F. (2020). An Account Of Efl Learners’ Self-Efficacy And Gender In The Flipped Classroom Model. Education and Information Technologies. doi:10.1007/s10639-020-10167-7

Osborne, J., Simon, S., & Collins, S. (2003). Attitudes Towards Science: A Review Of The Literature And Its Implications. International Journal of Science Education, 25(9), 1049-1079.

Özdemir, M. (2010). Nitel Veri Analizi: Sosyal Bilimlerde Yöntembilim Sorunsalı Üzerine bir Çalışma. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 11(1), 323-343.

Patton, M. Q. (2002). Qualitative Research and Evaluation Methods, 3d Edition. Thousand Oaks, CA: Sage Publications.

Protheroe, N. (2008). Teacher Efficacy: What Is It And Why Does It Mat Ter. National Association of Elementary School Principles, Alexandria, 42-45.

Roth, C., & Suppasetsere, S. (2016). Flipped Classroom: Can it Enhance English Listening Comprehension For Pre-University Students in Cambodia?. Learning in and Beyond the Classroom: Ubiquity in Foreign Language Education. 255-264.

Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayınevi.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher Efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17(7), 783–805.

Turan, Z., & Göktaş, Y. (2015). Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 5(2).

Tweed, S. R. (2013). Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration. Electronic Theses and Dissertations. Paper 1109. https://dc.etsu.edu/etd/1109

Yeşilpınar Uyar, M., & Doğanay, A. (2018). Öğrenci Merkezli Strateji, Yöntem ve Tekniklerin Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14 (1), 186-209 . DOI: 10.17860/mersinefd.334542

Yıldırım, A., & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Published
2022-02-23
How to Cite
Çay, T. (2022). A Mixed Method Study On The Examination Of Instructor Self-Efficacy Perception And Views In Flipped Learning. ZAHRA: Research and Tought Elementary School of Islam Journal, 3(1), 1-18. https://doi.org/10.37812/zahra.v3i1.288