Abstract:
The aim of this study is to compare face-to-face and online flipped learning models in
the Educational Psychology course based on student perspectives. The study was
conducted using the case study method, one of the qualitative research approaches.
During the 14-week Educational Psychology course, the online flipped learning model
was applied to one group, while the face-to-face flipped learning model was applied to
another. The effectiveness of these models was then compared based on student
feedback. The study group consisted of students enrolled in the pedagogical formation
program taking the "Educational Psychology" course at a public university in the
Western Black Sea region during the Spring semester of the 2021-2022 academic year.
A total of 39 students participated in the group that experienced the online flipped
learning model, while 37 students were in the group that experienced the face-to-face
flipped learning model. Data were collected through a feedback form and analyzed
using content analysis. The findings revealed that both face-to-face and online flipped
learning were perceived by students as effective, active, and constructivist learning
experiences. However, face-to-face flipped learning was found to be more effective,
efficient, and conducive to long-term learning while also supporting social learning.
Students reported that the methods, techniques, and group activities used in face-toface
flipped learning were more effective in terms of interaction and active participation
compared to the online model. Additionally, it was determined that students developed
personal, social, and pedagogical skills through both learning models. Based on the
research findings, it is recommended to establish a stronger infrastructure to address
internet connectivity and technical issues in online flipped learning. Additionally,
integrating technologies such as artificial intelligence and augmented reality is
suggested to enhance the quality of online learning environments.
