Browsing by Author "Akkoyunlu, Buket"

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Citation Count: Eğitim Teknolojileri Okumaları 2018, editörler Akkoyunlu, Buket; İşman, Aytekin; Odabaşı, Hatice Ferhan, Ankara: Pegem Akademi, pp .1-13, 2018.
21. yy becerilerinin kazandırılmasında yaratıcı yazmanın önemi.
(Pegem Akademi, 2018) Akkoyunlu, Buket; 8539
Citation Count: Menzi Çetin, N.; Akkoyunlu, B., "A Study On How to Equip Students With Scientific Communication Skills", Communications in Computer and Information Science, Vol. 810, pp. 389-397, (2018).
A Study On How to Equip Students With Scientific Communication Skills
(Springer Verlag, 2018) Menzi Çetin, Nihal; Akkoyunlu, Buket; 8539
The purpose of this study was to investigate the effects of scientific communication (SC) curriculum on blog writing skills of sixth-grade students, and opinions of the students and teachers about the curriculum. Through the curriculum, it was aimed to teach students the ability to access and evaluate information, organize information and share it by writing a blog. Students were given three different writing assignments and were asked to share them in their blogs. The first assignment was given for adapting to the writing process. The second and third assignments were assessed to determine the effect of SC curriculum on blog writing skills. At the end of the process, teachers and students were asked about their opinions on SC curriculum and blog writing. Study results revealed that SC curriculum had positive effects on research and writing skills development of the students, and showed that the curriculum was supportive in reaching the course-specific goals.
Citation Count: Arslan, Ömer; Dağhan, Gökhan; Akkoyunlu, Buket (2020). "Adaptation of the Student Expectations of Online Learning Survey Revised (SEOLS-R) into Turkish", Türk Bilgisayar ve Matematik Eğitimi Dergisi, Vol. 11, No. 2, pp. 438-460.
Adaptation of the Student Expectations of Online Learning Survey Revised (SEOLS-R) into Turkish
(2020) Arslan, Ömer; Dağhan, Gökhan; Akkoyunlu, Buket; 8539
The aim of this study is to adapt the Student Expectations of Online Learning Survey Revised [SEOLS-R] developed by Harris, Larrier and Castano-Bishop (2011) into Turkish. For this purpose, the adaptation process of the scale, which consists of 7 factors and 43 items in the 5-point Likert structure, started first with the necessary permissions, and then a translation and cultural adaptation process was carried out. After the cultural adaptation process, the construct validity of the scale was tested with 411 students who study in distance education programs of Amasya University. After the construct validity findings, the reliability values of the scale were examined. In line with the findings, it was concluded that the Turkish version of the SEOLS-R scale is a valid and reliable measurement tool suitable for Turkish culture.
Citation Count: Bardakçı, Salih; Akkoyunlu, Buket; Yelbay Yılmaz, Yasemin (2024). "An Exploration of the Landscape of Instructional Design: Understanding Changes and Pandemic Effects (2017-2022)", Participatory Educational Research, Vol. 11, No. 5, pp. 227-243.
An Exploration of the Landscape of Instructional Design: Understanding Changes and Pandemic Effects (2017-2022)
(2024) Bardakçı, Salih; Akkoyunlu, Buket; Yelbay Yılmaz, Yasemin; 8539
The purpose of this study is to examine the scope of the field of instructional design and technology, along with the working area (desk) of the expert in this field, in the context of the effects of the pandemic. The study is a bibliographic mapping research. The data set includes bibliographic records of 2.397 scientific texts retrieved from the WOS Core Collection within the time range of 2017-2022 using search terms instructional design or instructional designer. Co-occurrence analyses encompassing author keywords were conducted on the data. As a result, maps and related outputs were obtained that reveal the concepts that the field focused on before and after the pandemic, as well as the relationships between these. Additionally, attempts were made to identify emerging concepts for both periods based on the outputs. According to the results, there has been a significant expansion in the concepts falling within the scope of instructional design and technology, and consequently in the roles and responsibilities of designers, in conjunction with the 2020s and the Covid-19 pandemic. Design concepts and variables, context, human factors, and research methodology are enriched within this expansion. This enrichment shifts the design process from a micro perspective focusing on learning environment and environmental variables to a macro perspective that emphasizes instructors, educational institutions, and culture. Within this perspective, while the weight of real instructional problems increases, the emphasis on theory, approach, and models significantly decreases.
Citation Count: Yılmaz Soylu, M.; Demiröz, S.; Akkoyunlu, B. (2021). "An Investigation of the Digital Footprint Awareness and Experiencesof Secondary School Students", Journal of Computer and Education Research, Vol.9, No.17, pp.178-198.
An Investigation of the Digital Footprint Awareness and Experiences of Secondary School Students
(2021) Yılmaz Soylu, Meryem; Demiröz, Seva; Akkoyunlu, Buket; 8539
The aim of this study is to examine the digital footprint awareness of middle school students according to grade level, gender, time spent on electronic devices and media. First of all, the digital footprint scale developed for secondary school students was evaluated in terms of its psychometric properties. Then, the digital footprint awareness of the participants was examined according to the variables mentioned above. Participants consisted of 204 female and 189 male students. In addition to the Digital Footprint Scale, participants were given a form containing questions about students' gender, age, grade levels, and time spent with a mobile phone, internet, social media, and online game playing. The results indicated that the Digital Footprint Scale is a valid and reliable tool for the use of researchers, educators, administrators, and parents.
Citation Count: Menzi, Nihal Çetin; Akkoyunlu, Buket (2019). "Bibliyografik Künye Karekodu Oluşturma Etkinliğine Yönelik Öğrenci, Öğretmen ve Okul Kütüphanecisi Görüşleri", Ege Eğitim Dergisi, Vol. 20, No. 1, pp. 196-208.
Bibliyografik Künye Karekodu Oluşturma Etkinliğine Yönelik Öğrenci, Öğretmen ve Okul Kütüphanecisi Görüşleri
(2019) Menzi Çetin, Nihal; Akkoyunlu, Buket; 8539
Bilgi ve iletişim teknolojileri bilgiye erişme, bilgiyi paylaşma, iletme, bilgi ile iletişim kurma, yazma ve sunum yapma gibi işlemleri yerine getiren çeşitli araçlar sunmaktadır. Karekodlar mobil araçlarda kullanılan ve bilgiye erişimi hızlandıran araçlardan biridir. İlgi çekici ve kullanımı kolay bir araç olarak karekodlardan eğitim ortamında faydalanılmakta ve olumlu sonuçlar elde edilmektedir. Çeşitli araçları kullanarak bilgi becerilerini kazandırmayı amaçlayan ‘bilimsel iletişim öğretim programı’ ortaokul altıncı sınıf öğrencilerine yönelik geliştirilmiş ve uygulanmıştır. Bu çalışmada bilimsel iletişim öğretim programında yer alan etkinliklerden biri olan bibliyografik künye karekodu oluşturma etkinliğine katılan öğrencilerin, öğretmenlerin ve okul kütüphanecisinin etkinliğe yönelik görüşleri incelenmiştir. Çalışma sonucunda söz konusu etkinliğin öğrencilerin bilgi kaynaklarına ve kütüphaneye yönelik bakış açılarını olumlu etkilediği ve öğrencilerin kütüphane ortamında karekodlardan yararlanabilecekleri faydalı bir etkinlik olduğu ifade edilmiştir.
Citation Count: Bardakçı, Salih...et al. "Bilim Haritalama Yöntemi ve Eğitim Teknolojisi Alanında Yürütülen Eğilim Araştırmalarına Katkıları", Eğitim Teknolojileri Okumaları, 2019, Ankara: Pegem, 2019, pp. 17-38.
Bilim Haritalama Yöntemi ve Eğitim Teknolojisi Alanında Yürütülen Eğilim Araştırmalarına Katkıları
(Pegem, 2019) Bardakçı, Salih; Yılmaz Soylu, Meryem; Deryakulu, Deniz; Akkoyunlu, Buket; 8539
Citation Count: Menzi Çetin, Nihal; Akkoyunlu Buket. "Eğitim Teknolojileri Okumaları 2018: Bilimsel iletişim becerilerini değerlendirmeye yönelik bir rubrik geliştirme çalışması", Ankara: Pegem Akademi, pp. 614-632, 2018.
Bilimsel iletişim becerilerini değerlendirmeye yönelik bir rubrik geliştirme çalışması
(2018) Menzi Çetin, Nihal; Akkoyunlu, Buket; 8539
Citation Count: Dağhan, Gökhan...et al. (2017). "Bilişim Teknolojileri Öğretmen Adaylarının Bakış Açısından 21.Yüzyıl Öğrenen Ve Öğretmen Özellikleri", Eğitim Teknolojisi Kuram ve Uygulama, Vol. 7, No. 2, pp. 215-235.
Bilişim Teknolojileri Öğretmen Adaylarının Bakış Açısından 21.Yüzyıl Öğrenen Ve Öğretmen Özellikleri
(2017) Dağhan, Gökhan; Kibar Nuhoğlu, Pınar; Menzi Çetin, Nihal; Telli, Esra; Akkoyunlu, Buket; 8539
Bu çalışmanın amacı Bilişim Teknolojileri öğretmen adaylarının bakış açısından 21. yüzyıl öğrenenlerinin ve öğretmenlerinin özelliklerini irdelemek ve farkındalıklarını belirlemektir. Bu amaçla 63 öğretmen adayının öğretmenlik uygulaması dersi kapsamında ağ günlüklerine "21. yüzyıl öğrencisinin ve öğretmeninin özellikleri" başlığı altında yazdıkları yazılar doküman analizi ile çözümlenmiştir. Analiz sonucunda öğretmen adaylarının 21. yüzyıl öğrenen ve öğretmen özellikleri olarak belirttikleri niteliklere ilişkin öğrenen özellikleri bağlamında 8 tema altında 57 farklı koda, öğretmen özellikleri bağlamında ise 7 tema altında 38 farklı koda ulaşılmıştır. Buna göre 21. yüzyıl öğrenen özelliklerine ait temalar bilgi okuryazarlığı, bilişsel beceriler, sosyal özellikler, kişisel özellikler, dijital vatandaş olma, ahlaki özellikler, öğrenme tercihi ve medya okuryazarı olma şeklindedir. Öğretmen özellikleri ise öğretim yaklaşımı, öğretim tasarımı, bilgi ve iletişim teknolojileri okuryazarlığı, bilgi okuryazarlığı ile kişisel, mesleki ve sosyal özellikler temaları altında toplanmıştır. Araştırma bulgularının ilgili alan yazınla benzer olduğu, öğretmen adaylarının 21. yüzyıl öğrenen ve öğretmen yeterlikleri açısından farkındalığa sahip oldukları görülmüştür.
Citation Count: Yılmaz Soylu, Meryem; Akkoyunlu, Buket. "Bilişötesi Düşünme", Dijital Teknoloji Aracılı Düşünme Öğretimi Düşünme - Akıl Yürütme Dijital Teknoloji Öğretim Teknolojisi, Ankara: Pegem, 2020, pp. 381-404.
Bilişötesi Düşünme
(2020) Yılmaz Soylu, Meryem; Akkoyunlu, Buket; 8539
İnsanların günlük yaşamlarında bellek kullanımı, bilimsel düşünme, sosyal etkileşim gibi süreçlerin temelinde bireyin kendi ve diğerlerinin düşüncelerinin farkında olmayı gerektiren bilişötesi süreçler yer almaktadır. Bu bölüm; bilişötesi düşünme süreçlerinin gelişimi, farklı yaklaşımlar ve kuramlar açısından bilişötesinin tanımları ve boyutlarının açıklanması ile başlamaktadır. Alanyazında yapılan birçok araştırma bilişötesi bilgi ile bilişötesi becerinin harmanlanarak kullanıldığı ortamların başarılı öğrenme çıktılarını öngördüğünü göstermektedir. Bu doğrultuda bu bölümün ilerleyen kısımlarında bilişötesinin öğrenme süreçleri ile ilişkisi ele alınmaktadır. Bilişötesinin öğrenenlere kazandırılmasına rehberlik eden ilkeler ve bu ilkeler ile bilişötesinin doğası çerçevesinde teknolojinin bilişötesi öğretiminde oynayacağı rol de bu bölüm çerçevesinde tartışılmaktadır.
Citation Count: Akkoyunlu, Buket; Yılmaz Soylu, Meryem (2011). "Sosyal İletişim Ağları ve Dilin Yanlış Kullanımı Üzerine Nitel Bir Çalışma", İlköğretim Online, Vol. 10, No. 2, pp. 441-453.
Çankaya Üniversitesi, Ortak Dersler Bölümü, Eğitim Teknolojileri Bilim Dalı
(2011) Akkoyunlu, Buket; Yılmaz Soylu, Meryem; 8539
Bu çalışmanın amacı, ilköğretim 7. ve 8. sınıf öğrencilerinin, sosyal iletişim ağlarında (Facebook, Youtube, Myspace, Twitter, Blogs) Türkçenin yanlış kullanımını belirlemeye yönelik yaptıkları projeleri inceleyerek öğrencilerin Türkçenin korunmasına dönük çözüm önerilerini ortaya koymaktır. Araştırmada, nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmıştır). Çalışmada 7. ve 8. sınıf öğrencileri sosyal iletişim ağlarındaki (Facebook, Youtube, Myspace, Twitter, Blogs) yazışmalarda Türkçenin (dilin) nasıl kullanıldığı incelenmiş, yanlışları tespit etmiş ve dilin doğru kullanılmasına dönük çözüm önerileri sunmuşlardır. Öğrenciler, sosyal iletişim ağlarında Türkçe kullanım yanlışlarını ses özelikleri ile ilgili yanlış kullanımlar, sözcüklerle ilgili yanlış kullanımlar, cümleler ile ilgili yanlış kullanımlar, yazım özellikleriyle ilgili yanlış kullanımlar boyutlarında değerlendirmişlerdir. Öğrencilerin açık uçlu sorulara verdikleri yanıtları ve sürece dönük yansımalarını incelemek amacıyla da içerik analizi yapılmış ve temalar altında gruplanmıştır. Sonuç olarak öğrencilerin sürece ilişkin yansımaları, araştırmacıları 3 ana temaya ulaştırmıştır. Bunlar; bireysel adımlar, toplumsal adımlar ve kurumsal adımlar olarak sınıflandırılmış, öğrencilerin sürece ilişkin yansımaları bu üç başlık altında incelenmiştir. Raporlar incelendiğinde, öğrencilerin öğrenciler dili korumak için kendilerinin yapabileceklerinden, toplumsal olarak yapılabileceklerden ve resmi ve özel kurumların Türkçeyi korumak için yapabileceklerinden söz ettikleri görülmektedir.
Citation Count: Bardakçı, Salih...et al (2021). "Collaborations, concepts, and citations in educational technology: A trend study via bibliographic mapping", Education and Information Technologies.
Collaborations, concepts, and citations in educational technology: A trend study via bibliographic mapping
(2021) Bardakçı, Salih; Soylu, Meryem Yılmaz; Akkoyunlu, Buket; Deryakulu, Deniz; 8539
Research trends studies have emerged in education technologies (ET) to determine research manner and changes. Although the precedent examples dated back to the 1950s, trend studies within ET have gradually been increasing since the 1970s. This study aimed to examine the ET publications and research trends in a 5-year time period from 2014 to 2018. With a bibliographic mapping tool, namely VOSviewer, three research questions were addressed relating to collaborations, concepts, and citations in educational technology studies. The data set was extracted from ISI Web of Science databases and included 1690 articles published in six educational technology journals between 2014 and 2018. We used co-authorship analysis to determine the collaborating researchers' institutions and their geographical locations (countries) when they published the articles. A co-occurrence analysis was used to investigate concepts. Finally, a co-citation analysis was employed to determine the most cited papers and journals. Co-authorship analyses revealed that the number of articles published by researchers affiliated with institutions in the USA was the highest in the data set. According to co-occurrence analysis, online learning, especially in open learning environments, was the most studied concept. Moreover, co-citation analysis showed that the most frequently cited articles were published in Computers & Education. Additional findings, discussion, and limitations of the study were explained in the full text.
Citation Count: Nuhoğlu-Kibar, P.; Sullivan, K.; Akkoyunlu, B., "Creating Infographics Based On the Bridge21 Model for Team-Based and Technology-Mediated Learning", Journal of Information Technology Education: Innovations in Practice, Vol. 18, pp. 87-111, (2019).
Creating Infographics Based On the Bridge21 Model for Team-Based and Technology-Mediated Learning
(Informing Science Institute, 2019) Nuhoğlu Kibar, Pınar; Sullivan, Kevin; Akkoyunlu, Buket; 8539
Aim/Purpose The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing prepractices and scaffolding.
Citation Count: Menzi Çetin, Nihal...et al (2019). "Determining Reflectivity Levels of Prospective Teachers Through Blogs", International Online Journal of Education and Teaching, Vol. 6, No. 3, pp. 582-596.
Determining Reflectivity Levels of Prospective Teachers Through Blogs
(2019) Menzi Çetin, Nihal; Telli, Esra; Dağhan, Gökhan; Akkoyunlu, Buket; 8539
In this study, it was aimed to determine the reflective thinking levels of prospective teachers and the change of their reflectivity levels within the teaching practicum process. For this purpose, the blog postings, which written by the prospective teachers at different themes, were analyzed. Within the scope of the study, reflective thinking levels were discussed based on the six different criteria with the following titles: Attending to feeling, sharing personal experience, analysis and meaning-making, depth of reflection, language use and writing quality, use of textual evidence and historical context, and transfer of knowledge. In this study, the document analysis method was used as a data collection technique. The study was carried out with 37 prospective teachers, attending Teaching Practicum in the Department of Computer Education and Instructional Technology (CEIT) of a state university in Ankara, Turkey. Prospective teachers wrote about their teaching experiences throughout teaching practicum on their blogs. Blogs were evaluated with the help of the reflection level rubric, which prepared by the researchers. It was concluded that the lowest reflection level emerged with regard to the use of textual evidence and historical context criteria and that less reflective blogs were, in almost all criteria, with respect to the overall evaluation of the course (Theme-5). In the last section, further results and related recommendations are mentioned.
Citation Count: Yılmaz Soylu, Meryem; Akkoyunlu, Buket. "Dijital Yazma Ortamları ve Yazmaya İlişkin İnançlar", Eğitim teknolojileri Okumaları, Ankara: Pegem, 2019, pp. 151-168.
Dijital Yazma Ortamları ve Yazmaya İlişkin İnançlar
(Pegem, 2019) Yılmaz Soylu, Meryem; Akkoyunlu, Buket; 8539
Citation Count: Gündüz, Abdullah Yasin; Dağhan, Gökhan; Akkoyunlu, Buket. "Dönüştürülmüş Öğrenmede (Flipped Learning) Oyunlaştırmanın Akademik Ertelemeye Etkisi", Eğitim Teknolojileri Okumaları, 2019, Ankara: Pegem, 2019, pp. 193-202.
Dönüştürülmüş Öğrenmede (Flipped Learning) Oyunlaştırmanın Akademik Ertelemeye Etkisi
(Pegem, 2019) Gündüz, Abdullah Yasin; Dağhan, Gökhan; Akkoyunlu, Buket; 8539
Citation Count: Dönüştürülmüş öğrenmenin (Flipped Learning) çevrimiçi boyutunun kullanım sürekliliği: Eğitim Teknolojileri Okumaları 2018, editörler Akkoyunlu, Buket; İşman, Aytekin; Odabaşı, Hatice Ferhan, Ankara: Pegem Akademi, pp. 614-632, 2018.
Dönüştürülmüş öğrenmenin (Flipped Learning) çevrimiçi boyutunun kullanım sürekliliği
(2018) Dağhan, G.; Gündüz, A. Y.; Akkoyunlu, Buket; 8539
Citation Count: Gündüz, Abdullah Yasin; Akkoyunlu, Buket (2020). "Effectiveness of Gamification in Flipped Learning", Sage Open, Vol. 10, No. 4.
Effectiveness of Gamification in Flipped Learning
(2020) Gündüz, Abdullah Yasin; Akkoyunlu, Buket; 8539
The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.
Citation Count: Nuhoğlu Kibar, Pınar; Akkoyunlu, Buket (2017). "Fostering and assessing infographic design for learning: the development of infographic design criteria", Journal of Visual Literacy, Vol. 36, No. 1, pp. 20-40.
Fostering and assessing infographic design for learning: the development of infographic design criteria
(2017) Nuhoğlu Kibar, Pınar; Akkoyunlu, Buket; 8539
In this ever more digital and visual world, it has become more vital that students are encouraged to create content during the learning process through effective visualization of their knowledge. Infographics are an effective method for such visualization. The current study therefore proposes an infographic design rubric (IDR) as a criteria-based framework to be used in the learning process for the creation and evaluation of infographics. The IDR was developed based on the infographic design model (IDM), a process of how to design infographics for teachers and learners using the three main components of content generation, visual design generation and digital design. The development process was conducted in the five design cycles of criteria determination, validity and reliability studies involving colleagues, university students, pre-service teachers and teachers. IDR criteria were generated based on content generation and visual design generation dimensions of IDM. The content generation dimension focuses on the quality and organization of the information presented, while the visual design generation dimension investigates the visual features of the infographic. Results of the inter-rater reliability analysis represent significant intraclass correlations. The proposed IDR is considered to be an important step for visualization in the learning process. © 2017, © 2017 International Visual Literacy Association.
Citation Count: Kibar, Pinar Nuhoglu; Gunduz, Abdullah Yasin; Akkoyunlu, Buket, "Implementing Bring Your Own Device (BYOD) Model in Flipped Learning: Advantages and Challenges", Technology Knowledge and Learning, (2019).
Implementing Bring Your Own Device (BYOD) Model in Flipped Learning: Advantages and Challenges
(Springer, 2019) Akkoyunlu, Buket; Kibar, Pınar Nuhoğlu; Gündüz, Abdullah Yasin; 8539
Flipped learning is a type of blended learning that reverses traditional conceptions about pre-class and in-class activities. This pedagogical approach offers students the opportunity to exert more control over their learning. However, teachers should monitor whether in-class activities deepen pre-learning. In this paper, we present students' experiences regarding the advantages, challenges and future preferences of using BYOD in flipped learning. According to students, being allowed to use their own devices in classroom activities provided them a more comfortable learning environment. The model increased their productivity because they were familiar with their personal devices. Students reported that the BYOD model made storing and retrieving files easier, which enabled them to continue studying without remembering settings. However, students identified challenges, such as being required to carry heavy devices and dealing with poor classroom infrastructure. A few students decided they would rather not bring their own devices again due to weight, but the others indicated that they would prefer to participate in BYOD-embedded flipped learning in the future.