Mobile learning in a flipped classroom: Findings from a “5-lecture-5” blended learning design for large classes

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dc.authorscopusid57202001975
dc.authorscopusid53664427700
dc.authorscopusid57486844300
dc.contributor.authorYilmaz Y.
dc.contributor.authorSuner A.
dc.contributor.authorYilmaz O.
dc.date.accessioned2023-01-12T20:23:51Z
dc.date.available2023-01-12T20:23:51Z
dc.date.issued2022
dc.departmentN/A/Departmenten_US
dc.description.abstractObjective: We aimed to develop and evaluate a mobile learning (m-learning) design for large group application learning based on flipped classroom approach within an integrated curriculum of medical faculty. Materials and methods: Totally 359 students enrolled in a two-credit course during the 2017-2018 academic year. An instructional design called 5-Lecture-5 (5L5) was implemented via mobile application. This design is a blend of m-learning and flipped classroom approaches, with pre-, during-, and post-lecture elements. Data were analysed using Chi-square, Mann-Whitney U, and Kruskal-Wallis tests. Open-ended questions and course observations were analysed thematically and reported together. Results: Of the participating students, 26.96% who saw the first announcement examined pre-lecture materials and 55.43% attended face-to-face lecture. Achievement test scores of those who attended lecture were significantly higher (p = 0.027). Correct response rates for each question were 99.30, 72.10, 58.70, and 94.40%, respectively. Consequently, students demonstrated positive attitude towards m-learning (M = 170.15 ± 28.48). The most preferred positive aspects were “active learning,” “interactive,” “entertaining,” “useful,” and “repeatable.” Conclusions: M-learning activities within a flipped classroom with instant feedback were found to increase participation and interaction levels of students in classroom setting, resulting in their increased enjoyment and engagement. © 2021 Yusuf Yilmaz et al.en_US
dc.description.sponsorshipThis is an expanded and revised version of a study entitled “Development of a mobile learning design model for medical students” presented at the third International Graduate Education Congress (Manisa Celal Bayar University, May 10-11, 2018).en_US
dc.identifier.doi10.1515/tjb-2019-0417/html
dc.identifier.endpage126en_US
dc.identifier.issn02504685
dc.identifier.issn0250-4685en_US
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85126295543en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage119en_US
dc.identifier.urihttps://doi.org/10.1515/tjb-2019-0417/html
dc.identifier.urihttps://hdl.handle.net/11454/79780
dc.identifier.volume47en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherDe Gruyter Open Ltden_US
dc.relation.ispartofTurkish Journal of Biochemistryen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectblended learningen_US
dc.subjectflipped classroomen_US
dc.subjectlarge group instructionen_US
dc.subjectm-learningen_US
dc.subjectmobile learningen_US
dc.subjectachievement testen_US
dc.subjectarticleen_US
dc.subjectcurriculumen_US
dc.subjecthumanen_US
dc.subjectKruskal Wallis testen_US
dc.subjectlearningen_US
dc.subjectmajor clinical studyen_US
dc.subjectmedical schoolen_US
dc.subjectmobile applicationen_US
dc.subjectmobile learningen_US
dc.titleMobile learning in a flipped classroom: Findings from a “5-lecture-5” blended learning design for large classesen_US
dc.title.alternativeTers yüz sınıfta mobil öğrenme: Büyük sınıflar için “5-Ders-5” karma öğrenme tasarımından bulgularen_US
dc.typeArticleen_US

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