Yilmaz Y.Suner A.Yilmaz O.2023-01-122023-01-122022025046850250-4685https://doi.org/10.1515/tjb-2019-0417/htmlhttps://hdl.handle.net/11454/79780Objective: 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.en10.1515/tjb-2019-0417/htmlinfo:eu-repo/semantics/closedAccessblended learningflipped classroomlarge group instructionm-learningmobile learningachievement testarticlecurriculumhumanKruskal Wallis testlearningmajor clinical studymedical schoolmobile applicationmobile learningArticle4711191262-s2.0-85126295543Q4