Sample case study gifted student professional#

In addition, learning environments should be created in such a way as to allow students to learn at any time and place in accordance with the individual speed of students. For this purpose, it is important to use active learning strategies. 1, while courses suitable for the FLM are processed within the flexible learning environment component, learning environments should be organized so that students can do individual and group work.

The components of the FLM are summarized in Fig.

Sample case study gifted student professional#

Therefore, the FLM has four components -flexible learning environment, learning culture, purposeful content, and professional educator and the model should be organized within the framework of these components (Flipped Learning Network,, 2014). In classroom practices, more time is spent on high-level learning activities under the guidance of the teacher (Abeysekera & Dawson, 2015 Cheng et al., 2019). Students learn the content that is sent to them in accordance with their learning pace without a certain time limit and they come to the classroom ready for learning (Strelan et al., 2020). In this model, in which the responsibility for learning is given to students, the process of knowledge transfer in the class is carried out of the classroom through various online tools (Hamdan et al., 2013). In its simplest definition, the FLM is the rotation of studies performed outside the classroom with knowledge-based theoretical teaching within the classroom (Bergmann & Sams, 2012). The FLM is often referred to as “flipped learning” and “flipped classroom” in the literature (Bates et al., 2017). Although this is a new model that has emerged with the rapid development of technology, its use in learning environments is ever increasing (Strelan et al., 2020). The Flipped Learning Model (FLM), which is among the rotation models of blended learning, has begun to be used in learning environments (Bishop & Verleger, 2013). New approaches should be introduced to meet the needs of today’s students in educational environments (Naylor & Keogh, 1999). Additionally, to emphasize the impact of the new changes brought by the twenty-first century on the new generation, these students are called “N-generation”, “Z-generation”, and “alpha generation” besides “digital natives” (Pedró, 2006). Unlike other periods, learning tendencies and preferences of today’s students have differed along with these changes, and these students are now referred to as “digital natives” (Prensky, 2001). These changes have affected education as well as other fields and found a place at all levels of education, from kindergarten to university, and in such a way that it includes the lifelong learning process (Hubers et al., 2020 Robin, 2008). The opportunities that technology has offered have also caused changes in individuals’ socialization, communication, creative thinking, learning preferences, and skills (Helsper & Eynon, 2010).

Today, the internet and computers have become important parts of our lives especially as a result of developments in technology. Investigation of integrating hybrid learning approaches such as the FLM and evaluating students’ cognitive and affective developments in other disciplines and subjects should be conducted to obtain more data on this approach. However, in terms of out-of-class practices, there was a significant difference between the scores obtained from the answers given for the effective-ineffective adjective pair in favor of male participants, while there a significant difference between the scores obtained from the answers given for the fun-boring adjective pair in favor of female participants. Another result was that no significant difference was found between the emotional semantic orientations of the female and male gifted students in terms of in-class practices. Moreover, the participants regarded the FLM as fun, useful, advantageous, flexible, and effective in terms of out-of-class practices.

They also found the FLM to be fun owing to its features such as facilitating learning, being flexible, and providing opportunities for practice. Participants stated the FLM to be fun, different, instructive, useful, advantageous, and flexible in terms of in-class practices.

Participants were 53 gifted students, who continued their education in a Science and Art Center in the Eastern Anatolia Region, in the first semester of the 2019–2020 academic year. An explanatory sequential design, one of the mixed research methods, was utilized in this research. The aim of this study was to examine the emotional semantic orientation of gifted students towards the flipped learning model (FLM).