Comparison of Face-to-Face and Online Flipped Learning Models Based on Student Perspectives

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.