Browsing by Author "Gunduz, Abdullah Yasin"

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Citation - WoS: 30
Citation - Scopus: 39
Effectiveness of Gamification in Flipped Learning
(Sage Publications inc, 2020) Gunduz, Abdullah Yasin; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
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 - WoS: 12
Citation - Scopus: 13
Implementing Bring Your Own Device (BYOD) Model in Flipped Learning: Advantages and Challenges
(Springer, 2020) Kibar, Pinar Nuhoglu; Akkoyunlu, Buket; Gunduz, Abdullah Yasin; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
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.
Citation - WoS: 20
Citation - Scopus: 32
Student views on the use of flipped learning in higher education: A pilot study
(Springer, 2019) Gunduz, Abdullah Yasin; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
Flipped learning becomes increasingly popular in higher education with the widespread use of the Internet. The traditional methods are deeply teacher-centered and students usually listen to the teacher during the course. This is different in flipped learning and the time spent in the classroom involves rich learning activities. It allowed learners to take a more active role in the class than the traditional methods. However, flipped learning also has many challenges for students. The purpose of this study is to determine the benefits and challenges of flipped learning in higher education. Participants' views of flipped learning were collected through a questionnaire with open-ended questions. The results indicated that implementing flipped learning gave students a chance to experience greater instructional flexibility during both online and in-class sessions. The students said that they felt more responsible for their own learning. And some of them expressed disappointment with the lack of immediate feedback while watching videos and with their poor Internet accessibility outside of the classroom.
Citation - WoS: 3
Citation - Scopus: 6
The Gamification Tool for the Classroom Response Systems: Kahoot!
(Hacettepe Univ, 2020) Gunduz, Abdullah Yasin; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
Classroom response systems (CRS), which are used to gather immediate feedback from students throughout the teaching process, have been called by different names in the past and present. Examples of CRS implementations include question-answer systems, student response systems, electronic response systems, or cloud-based classroom response systems. The objective of this study is to inform educators who embrace flipped learning about students' perceptions of the use of Kahoot. This study employed a mixed-method research approach with 53 sophomore students. Both quantitative and qualitative data about Kahoot activity were gathered at the end of a 9-week flipped learning implementation process. At the end of the study, the students stated that a CRS may be used within the scope of any lesson. Students also underlined that the use of CRS in learning environments could be an efficient way to increase motivation for the lesson and create an enjoyable learning environment. Therefore, teachers may be advised to use CRS when deciding on classroom activities in flipped learning.